0  .  GIFT  OF         , 


MANUAL 


OF    UNIFORM    COURSE 

OF    STUDY    FOR    THE 

ELEMENTARY  SCHOOLS 

OF  OHIO 


MANUAL 


OF 


UNIFORM  COURSE  OF  STUDY 


FOR  THE 


ELEMENTARY  SCHOOLS  OF  OHIO 


COMPILED  UNDER  THE  DIRECTION  OF 

FRANK  W.  MILLER 

0  [\\  0        State  Commissioner  of  Common  Schools 


Columbus,  O. : 

The  F.  J.  Heer  Printing  Co. 

1912. 


PREFACE. 

This  uniform  course  of  study  for  the  Elementary  Schools  of  Ohio 
was  written  by  representative  school  people,  who  are  expert  in  their  spe- 
cial subjects.  The  schools  that  have  but  one  teacher  for  the  eight  grades 
will  be  greatly  benefited,  if  the  Boards  of  Education  instruct  their 
teachers  to  follow  the  outlines  as  given  in  this  manual.  The  elementary 
teachers  of  the  village  schools,  where  no  definite  course  of  study  is  fol- 
lowed, will  also  obtain  good  results  by  following  these  outlines.  Many 
teachers  fail  because  they  cannot  distinguish  the  important  facts  to  be 
taught,  from  the  trivial  and  un-important  ones.  Methods  of  presenta- 
tion must  be  understood  and  definitely  planned  by  the  teacher,  if  the 
teacher  obtains  the  best  results;  therefore  this  manual  is  offered  to  the 
Boards  of  Education  and  teachers  of  Ohio  for  their  use.  We  do  not 
recommend  any  certain  text  books  to  be  used,  as  this  course  was  writ- 
ten in  such  a  way  that  any  text  book  written  for  the  elementary  schools 
in  the  different  branches,  may  be  used.  The  contributors  of  these  courses 
in  the  different  branches  of  study  gave  their  time  and  efforts  to  the 
preparation  of  their  work  without  compensation,  and  I  take  this  oppor- 
tunity to  thank  them  for  their  excellent  contributions.  The  course  in 
Agriculture  is  taken  from  the  "Tentative  Course"  and  Bulletins,  previous- 
ly issued.  I  take  pleasure  in  recommending  this  course  of  study  for  the 
elementary  schools  of  Ohio. 

Frank  W.  Miller, 
State  Commissioner  of  Common  Schools. 


(3) 


292951 


.    TABLE  OF  CONTENTS. 


PAGE 

Your  First  Administration T 

Reading  and  Phonics 15 

Analytic  and  Synthetic  Reading  Method 26 

Language    ..  36 

Language  and  Grammar 47 

United  States  History , 53 

Arithmetic 129 

Geography    140 

Physiology 147 

Music 153 

To  the  Boards  of  Education,  Superintendents  and  Teachers 165 

Outline  of  a  Course  in  Agriculture  for  the  Elementary  Schools 167 

Suggested  Topics  in  Agriculture  and  the  Household  Arts  for  the  Girls 174 

Agriculture 178 

Primary  Division   180 

First  Division 183 

Second  Division  192 

Third  Division 206 

(5) 


YOUR  FIRST  ADMINISTRATION. 
By  Mrs.  Pearl  B.  Harris,  Clyde,  Ohio. 

Beginners  in  the  teaching  profession :  You  are  young  people  of  good 
moral  character,  making  an  effort  to  raise  your  standard  and  broaden 
your  theory  of  life.  You  have  hopes  of  being  successful  teachers. 
Having  for  a  background  these  principles,  without  which  no  person  is 
fit  to  enter  the  school  room  as  teacher,  it  is  not  unfit  that  you  have  a 
letter  from  another  country  school  teacher,  dealing  with  the  practical 
routine  of  launching  a  country  school  administration.  In  any  method  or 
devise  used  in  school,  there  must  be  the  personality  of  the  teacher — "the 
human  touch" — to  give  it  vitality. 

There  is  no  universal  rule  for  conducting  a  school,  because  human 
nature  cannot  be  reduced  to  a  system.  Many  times  your  most  cherished 
and  most  carefully  thought-out  plans  will  be  found  out  of  order  when 
applied  to  concrete  examples ;  this  comes  alike  to  experienced  and  inex- 
perienced. This,  however,  is  one  great  attraction  in  teaching.  You  never 
know  what  will  happen  next,  and  whatever  does  happen,  you  are  not 
expecting  it. 

I  assume  that  you  have  an  "already  accumulated  wealth"  beside 
what  appears  on  the  face  of  your  certificate.  You  have  attended  your 
county  institute,  and  saturated  yourself  with  enthusiasm,  the  chief  product 
of  an  institute.  You  have  the  Ohio  Teachers'  Reading  Circle  books ;  at 
least  two  educational  papers,  one  state  and  one  national ;  and  other  papers 
and  magazines  for  information  and  culture.  You  possess  a  copy  of  each 
text-book  used  in  your  school.  Besides  these,  you  are  beginning  a  collec- 
tion of  books  from  the  world's  great  writers.  These  are  the  teacher's 
tools,  without  which  no*  person,  however  gifted,  can  successfully  teach. 

For  some  time  you  have  been  thinking  of  your  first  school  and  your 
first  day.  You  have  been  thinking  for  some  years  that  you  wanted  to  be 
a  teacher.  I  hope  so.  I  wish  I  were  writing  to  teachers  who  really  felt 
"the  call"  to  teach.,  Probably  you  are  without  normal  training,  and  your 
last  year  in  school  has  been  the  time  of  greatest  preparation  for  teaching. 
It  is  likely  you  have  studied  some  text  book  on  teaching,  and  have  paid 
attention  to  your  teacher,  criticized  her  work,  planned  to  adopt  some 
of  her  methods  and  reject  others.  For  your  sake,  I  hope  you  have  had 
a  succession  of  good  teachers — teachers  who  were  alive  and  using  upto- 
date  methods. 

You  are  going  into  all  sorts  of  schools ;  those  made  up  of  children 
from  the  rich  farming  communities ;  the  iron  and  coal  mining  districts ; 
and  localities  where  the  people  are  bowed  with  the  weight  of  wresting  a 
bare   living   from   the    soil,    and   whose    faces    are  ■  clouded    with    stolid 

(7) 


8  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

indifference.  In  all  these  schools  there  are  different  types  of  children, 
and  you  will  suit  your  instruction  to  their  needs. 

Beginning  your  administration,  you  will  have  to  deal  with  three 
elements:  environment,  mechanics  of  teaching,  and  real  teaching. 

If  not  acquainted  with  your  district,  a  week  or  two  before  school 
begins  go  there  for  a  visit  to  investigate  conditions  at  the  school  house 
and  get  the  records  left  by  the  last  teacher.  You  will  then  know  what 
is  necessary  to  make  your  school  house  a  comfortable  living  place — for 
that  it  must  be.  The  Board  of  Education  may  have  recently  had  the 
school  house  well  cleaned,  and  all  you  have  to  think  of  is  the  school  work 
proper.  I  understand  that  many  Boards  are  not  inclined  toward  that 
branch  of  civic  righteousness.  It  is  not  the  aim  of  this  article  to  find 
fault — it  is  simply  to  help  you  meet  the  varying  conditions  of  school 
life.  The  time  for  objections  is  before  you  are  hired.  I  have  little 
sympathy  for  the  teacher  who  applies  for  a  school  without  knowing  the 
conditions  to  be  met  and  reckoned  with.  If  so  blind  as  to  have  done 
this,  then  endure  conditions,  or  better,  quietly  undertake  to  remedy  them 
without  whining. 

A  teacher  should  board  in  the  district,  as  closely  to  the  school  as  pos- 
sible, so  her  time  and  energy  may  be  conserved  for  school  work.  It 
is  not  the  work  of  the  school  that  enervates  or  kills ;  it  is  worrying  about 
the  school,  or  it  is  the  things  the  teacher  does  out  of  school  hours.  If 
the  teachers  of  Ohio  could  bring  themselves  to  look  at  their  profession 
from  a  business  standpoint;  if  they  could  realize  what  they  are  doing  is 
an  important  part  of  the  world's  work,  there  would  be  a  revolution  in 
teaching.  The  country  schools  would  take  on  efficiency  by  leaps  and 
bounds.  The  teachers  would  be  actual  promoters  and  there  would  be 
fewer  time-serving  dawdlers  in  the  school  room.  A  recent  critic  has 
said,  "Those  who  can,  do:  those  who  can't,  teach  school." 

There  are  townships  in  Ohio  where  the  teacher  hires  the  janitor. 
There  may  be  persons  that  want  to  do  the  janitor  work  that  are  not  to 
be  trusted.  For  instance,  a  boy  or  girl  from  certain  families  in  the 
district  may  bring  objectionable  characters  for  assistance.  The  pupils 
may  arrive  before  the  teacher.  There  have  been  cases  of  serious  and 
far-reaching  trouble  from  this  cause.  In  such  cases  she  would  better  do 
her  own  work.  Do  not  think  I  am  advocating  janitor  work  for 
the  teachers  to  take  their  minds  off  their  troubles  or  any  other  interesting 
thing.  Far  from  it.  Having  heard  this  janitor  business  discussed  for 
a  number  of  years,  I  have  never  known  it  maintained  that  there  could 
be  the  remotest  possibility  of  its  being  a  good  thing  for  the  teacher  to 
do  that  work. 

Be  that  as  it  may,  the  necessary  thing  is  that  your  school  house  be 
swept,  dusted  and  made  comfortable  and  attractive  as  possible  for  the 
first  day  of  school.  If  it  devolves  on  you  to  scrub  your  school  house,  you 
can  do  that  afterwards.     It  may  be  the  older  boys  and  girls  will  help, 


FOR   THE   ELEMENTARY   SCHOOLS   OF   OHIO.  9 

but  remember  this,  you  have  no  right  to  compel  a  pupil  to  do  any  kind 
of  janitor  work.  If  you  state  the  conditions  and  call  for  volunteers 
you  will  get  plenty  of  help.  Pupils  will  ask  for  work  oftener  than  you 
have  work  for  them.  In  your  preliminary  inspection,  if  you  are  as  re- 
fined and  modest  at  heart  as  you  are  superficially,  you  will  investigate 
the  out-buildings.  You  will  ascertain  if  they  are  fit  for  decent  boys  and 
girls  to  enter.  In  many  districts  the  out-buildings  are  cleaned  when 
the  school  house  is  cleaned.  If  this  is  not  so,  the  teacher  should  not 
neglect  it.  Do  you  know,  my  rural  teacher  friends,  that  many  little 
boys  and  girls  get  their  first  ideas  of  vulgarity,  obscenity  and  vice  from 
the  rude,  lewd  engravings  and  vulgar  inscriptions  found  in  out-buildings 
at  the  school  houses? 

To  a  limited  extent  this  is  to  be  a  "just  how"  paper.  You  may  not 
want  to  do  as  the  writer  has  done.  You  may  find  a  better  way.  I 
hope  so.  One  aim  of  this  article  is  to  give  a  point  of  view  that  will 
enable  you  to  see  the  importance  of  the  organization  of  details.  The 
protection  of  children  from  immorality  is  not  a  small  thing.  To  develop 
decent,  honorable,  patriotic  citizens  is  about  as  high  an  aim  as  a  school 
can  have.  So  keeping  the  school  out-buildings  clean  and  decent  is 
an  important  thing.  I  hope  these  buildings  have  locks  and  keys  for 
reasons  that  may  become  too  obvious  after  you  have  become  ac- 
quainted with  your  neighborhood.  You  owe  it  to  your  own  self- 
respect  to  see  that  this  general  cleaning-up  is  done.  Do  not  lower 
your  standards  of  life  to  such  a  degree  that  you  will  permit  yourself 
to  live  in  such  environment.  Paint  and  whitewash  are  cheap  and 
need  no  professional  skill  to  apply.  Then  the  engravings  can  be  planed 
off  or  so  cut  up  with  a  knife  that  they  mean  nothing.  The  young  man 
teacher  will  dismiss  the  girls,  then  he  and  the  boys  will  carry  water  and 
scrub  these  buildings  back  to  decency.  Plenty  of  water,  "elbow  grease" 
and  Red  Seal  Lye  .will  do  the  work  in  fine  shape.  The  young  woman 
teacher  can  have  tubs  brought  and  have  the  boys  to  fill  them  with  water 
and  after  dismissing  the  boys,  she  and  the  girls  can  do  the  work  of 
cleaning.  If  you  are  a  good  housekeeper,  young  woman,  and  know  easy 
ways  of  doing  work  don't  leave  all  your  talent  in  that  line  at  home.  I 
know  that  Red  Seal  Lye,  Bon  Ami,  Sapolio,  Sanitary  dust  cloths  and 
many  other  sanitary  and  labor  saving  devices  have  their  place  in  the 
school  room  economy  just  as  much  as  in  the  home. 

If  your  yard  has  not  been  mowed,  do  not  have  it  done.  Heavy 
stiff  stubbles  are  dangerous  for  those  sturdy  bare  feet.  An  unmowed 
yard  is  not  a  thing  of  beauty  and  if  it  has  been  mowed  have  the  big  boys 
or  all  children  who  wear  shoes  to  make  an  effort  to  mash  the  stubble 
down.  A  small  thing?  Yes.  There  are  smaller  things,  however,  than 
care  for  human  life  and  suffering. 

Your  windows  are  easily  cleaned  and  kept  clean.  Doing  the  work 
with  Bon  Ami  is  so  like  play  that-the  children  insist  on  doing  it.    I  allow 


10  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

them  to  do  so.  I  want  them  to  learn  to  like  bright,  shiny  windows  and 
pretty  clean  things  about  them.  Sash  curtains  are  attractive  if  evenly 
made  and  put  up  on  rods  or  coiled  springs.  They  are  almost  a  necessity 
if  the  windows  open  on  a  road,  but  do  not  leave  them  on  sagging  strings. 
I  once  knew  a  teacher  whose  curtains  always  sagged  and  whose  skirt 
always  refused  to  make  proper  connection  with  the  waist  in  the  back. 
She  may  have  been  a  good  teacher  but  she  was  slovenly  and  unattractive 
in  person  and  work. 

In  this  age  of  fear  of  dust  and  its  probable  attendant  disease  germs, 
you  will  want  the  floor  oiled.  If  you  will  heat  the  oil  and  apply  with 
an  ordinary  mop,  it  is  very  easy  to  apply  and  can  be  done  in  about  the 
time  it  takes  to  sweep.  Any  hardware  store  wll  furnish  floor  oil.  Five 
gallons  of  oil  makes  three  different  applications  (all  that  is  needed  for  a 
year)  on  a  floor  27  by  35  ft.  The  first  application  will  need  about  three 
gallons.  Put  it  on  Friday  evening.  If  you  have  the  buying  of  window 
shades  or  other  such  supplies,  pay  as  much  attention  to  harmony  of  color 
as  you  would  if  you  were  buying  for  your  home.  I  hope  your  walls 
have  a  few  copies  of  famous  paintings  or  portraits  of  great  men  and 
women  and  that  they  are  framed.  Of  all  the  abominations  in  the  way 
of  decoration  (?)  it  is  a  lot  of  chromos  carpet-tacked  on  the  wall,  and 
then,  as  an  added  touch,  some  pieces  of  pasteboard  of  ungainly  shape  and 
uncertain  color  prevent  the  picture  (?)  from  tearing  from  under  the 
tacks.    Better  have  a  bare  wall  than  such  atrocities. 

You  will  of  course  ask  each  pupil  to  get  an  individual  cup.  If  you 
have  not  been  furnished  with  water  tank  with  faucet  you  will  find  a 
practical  sanitary  device  in  the  use  of  long  handled  dippers  irom  which 
the  pupils  fill  their  individual  cups.  Do  not  allow  dippers  to  remain 
in  water  pail,  for  when  the  pail  is  full  of  water  you  can  readily  see 
that  all  the  dirt  on  the  handles  from  the  children's  hands  will  be  washed 
off  in  the  water.  We  use  our  old  pail  as  a  dipper  container.  The  indi- 
vidual cups  are  of  little  value  if  each  pupil  plunges  his  cup  into  the 
common  pail.  Have  some  definite  place  to  keep  the  cups  so  the  pupils 
can  not  handle  them  more  than  necessary.  I  saw  a  boy  diligently  pat 
the  bottom  of  his  dirty  bare  foot  with  the  cup  he  was  waiting  to  dip 
into  the  common  water  pail.  I  assume,  of  course,  that  I  am  writing  to  the 
young  teacher  of  average  intelligence  who  understands  the  germ  theory  of 
disease — who  not  only  understands  it  but  believes  it  and  has  the  enthu- 
siasm to  teach  it.  "The  care  of  the  public  health  is  the  first  duty  of 
every  statesman."  If  this  be  true,  what  is  the  first  duty  of  every  teacher? 
It  is  a  safely  conservative  statement  that  Half  the  deaths  in  the  U.  S.  are 
caused  by  the  preventable  disease.  Sanitary  science  and  public  health  is 
of  so  great  importance  that  I  wish  each  young  teacher  would  feel  so 
interested  that  she  would  take  up  this  line  of  investigation  and  study 
to  the  end  that  she  can  make  it  the  most'  important  thing  in  her  school 
work.     Send  to  the  U.  S.  Bureau  of  Education,  Washington,  D.  C  for 


FOR   THE   ELEMENTARY    SCHOOLS   OF   OHIO.  11 

the  Bulletin,  "A  Course  of  Study  for  the  Preparation  of  Rural  Teachers." 
In  that  read  the  article  on  Sanitary  Science  and  the  one  on  "Chemistry 
Applied  to  Rural  Life."  Send  to  the  U.  S.  Treasury  Department  for  free 
public  health  bulletins.  Send  to  the  Ohio  State  Board  of  Health,  Colum- 
bus, for  their  monthly  bulletins.  Send  to  the  U.  S.  Department  of 
Agriculture  for  Farmers'  Bulletin  No.  375,  "Care  of  Food  in  the  Home" 
and  for  other  bulletins  on  the  same  line.  Besides  this  free  material  there 
are  many  valuable  and  inexpensive  texts  on  the  subject,  that  are  easily 
intelligible  to  interested  persons.  Corn's  "Yeasts,  Molds  and  Bacteria 
in  the  Home,"  Bashore's  "Sanitation  of  the  Country  Home,"  Price's 
"Hand  Book  on  Sanitation"  and  Ritchie's  "Primer  of  Sanitation"  are 
excellent  books.  The  latter  is  a  text  book  for  elementary  schools. 
Sedgwick's  "Principles  of  Sanitary  Science  and  Public  Health"  and 
Harrington's   "Practical  Hygiene"  are  excellent  advanced  texts. 

In  that  preliminary  visit,  you  have  consulted  the  last  teacher's 
record,  learned  the  names  of  your  probable  pupils  and  their  stage  of 
advancement.  If  there  is  no  record,  consult  some  of  the  older  pupils  in 
the  district.  This  will  save  much  confusion  the  first  day.  Any  amount 
of  time  you  spend  planning  your  first  day  is  well  spent  for  your  per- 
formance must  continue  for  eight  or  nine  months  after  the  first  day. 

You  will,  of  course,  be  on  the  ground  early  that  first  morning, 
but  however  early  you  are,  you  will  be  likely  to  find  some  child  with-  his 
arm  full  of  books  waiting  for  the  grand  rush  of  selecting  seats.  Tell 
them  to  take  their  choice  for  that  morning  but  that  you  may  have  to 
change  the  seating  arrangements.  Seat  them  alternately  by  grades  or 
by  "readers"  if  possible.  You  can  then  occasionally  hear  recitations  at 
their  seats  and  you  can  more  easily  supervise  their  seat  work.  You  will 
soon  acquire  the  habit  of  glancing  along  a  row  of  pupils  to  see  what 
work  they  are  doing  while  other  pupils  are  reciting.  If  you  have  never 
realized  the  fact  that  governing  a  school  is  made  much  easier  by  proper 
seating,  or,  if  you  have  never  seen  troublesome  pupils  "managed"  by 
changing  their  seats  the  results  of  so  doing  will  be  a  surprise  to  you. 
The  ordinary  country-school  seats  are  too  high  for  beginners.  Let  them 
stand  up  by  their  seats  when  they  want  to  do  so.  Occasionally  running 
around  the  room  on  tip-toe  is  restful. 

Before  calling  school  the  first  morning,  you  will  have  written  a 
tentative  program  on  the  board  and  any  other  work  for  the  forenoon 
that  needs  board  work.  You  may  have  stenciled  the  boards  if  you  can- 
not  draw. 

Here  is  a  program  that  has  been  in  use  in  our  township  for  some 
time.  I  am  giving  it,  hoping  it  may  serve  as  a  tentative  program  Tor 
you.  I  hope  you  will  not  have  all  the  grades.  No  teacher,  however  ef- 
ficient she  may  be  or  however  imbued  with  the  principles  of  scientific 
management,  can  do  justice  to  the  pupils  of  all  the  eight  grades  at  one 


12  MANUAL    OF    UNIFORM    COURSE   OF    STUDY 

time.    She  need  not  neglect  the  same  pupils  all  the  time  so  that  each  can 
have  a  fair  chance  at  what  the  teacher  can  do  for  him. 
9  A.  M.  Opening  Exercises. 

Agriculture  (Seventh  and  Eighth). 

Beginning  Class. 

Fifth  Reader  (Sixth  Grade). 

Fourth  Reader  (Fourth  and  Fifth  Grade). 

Third  Reader 
9:55-10  Recess. 

Second  Reader. 

Advanced  History   (Seventh  and  Eighth). 

Elementary  History  (Sixth  Grade). 

Beginning  Reading  and  Number  class. 

Second  Number  Class. 

Elementary  Sound  Class   (For  those  above  third  grade 
that  can  sound). 

Elementary  Sound  Class  (For  those  above  third  grade 
that  have  never  had  elementary  sounds). 
10:55-11  Recess. 

Arithmetic  Classes. 

Advanced  Spelling  (Sixth,  Seventh  and  Eighth). 
12.M.-1  P.  M.     Noon  Intermission. 
I  P.  M.  Orthography  or  Civil  Government  (Eighth  Grade). 

Beginning  Class. 

Second  Reader. 

Third  Reader  or  Language. 

Fourth  and  Fifth  Language. 

Sixth  Language. 
1 :55-2  Recess. 

Grammar  (Seventh  and  Eighth). 

Primary  Spelling  (Third,  Fourth  and  Fifth). 

Writing. 

Beginning  Class. 

Second  Reader. 

Third  Reader. 

Elementary  Physiology   (Sixth  Grade). 
2:55-3.  Recess     (Allow  first  and  second  grades  to  go  home). 

Advanced  Physiology  (Seventh  and  Eighth). 

Fourth  and  Fifth  Geography. 

Sixth  Geography. 

Seventh  and  Eighth  Geography. 

Primary  Spelling. 

English  Classics  (Seventh  and  Eighth). 

Song  or  closing  pleasure  of  some  kind.    Send  them  home 
happy. 


FOR   THE   ELEMENTARY   SCHOOLS   OF  OHIO.  13 

\ 

Boards  of  Education  usually  furnish  desk  copies  of  the  text-books 
in  use.  If  they  do  not,  you  will,  of  course,  use  your  own  books.  You 
cannot  afford  to  do  without  them.  For  your  first  day  you  have  planned 
what  you  will  assign  for  your  first  lessons  and  have  studied  it  well. 

You  will  have  prepared  some  interesting  thing  for  your  first  opening 
exercise.  You  will  continue  each  day  to  do  so.  This  interesting  thing 
may  be  a  story,  a  fly  or  a  bug  or  a  berry ;  it  may  be  a  copy  of  a  famous 
painting  or  sculptural  work ;  it  may  be  current  events  or  sanitary  science. 
It  may  be  any  one  of  a  thousand  things  of  interest.  To  the  children? 
Yes,  but  first  it  should  be  interesting  to  you.  The  opening  exercises 
may  be  made  the  most  vital  thing  in  the  day's  work  and  should  be  an 
example  of  the  very  best  that  is  in  you.  One  of  your  first  problems  to 
meet  is  how  to  make  a  subject  interesting  to  the  different  grades.  It 
works  well  to  have  kindergarten  material  and  other  seat  work  for  the 
little  ones  when  one  is  giving  oral  work  to  the  older  pupils.  I  find  a 
small  sewing  table  a  great  convenience  to  hold  material  for  the  little 
folks.  After  you  have  completed  your  opening  exercises,  assign  the 
reading  and  history  lessons  and  then  take  names,  ages  and  grade  of  pupils 
and  then  have  your  beginning  class.  That  is  definite  enough  for  the 
forenoon  work.  When  noon  comes  if  you  have  a  temporary  roll,  have 
lessons  all  assigned  and  have  heard  a  few  of  the  classes,  that  is  reasonable 
success.  I  am  jealous  for  your  recesses.  Whatever  other  plans  are 
upset  or  whatever  may  have  been  omitted,  do  not  omit  the  recesses  at 
each  hour.  That  does  away  with  so  much  confusion  in  leaving  the  room, 
getting  drinks  and  sharpening  pencils.  These  are  "strictly  business" 
recesses.  If  there  is  time  for  play  after  these  things  are  attended  to,  it 
is  all  right.  The  windows  should  always  be  raised  by  pupils  who  are 
given  that  as  their  duty.  They  raise  them  as  they  march  out  at  inter- 
mission, and  if  the  weather  is  fit,  they  stay  up  all  intermissions  except  the 
noon  hour. 

You  will  be  able  to  follow  your  program  the  first  afternoon.  By  the 
end  of  the  first  week  your  pupils  will  have  learned  the  program  until 
they  move  to  and  from  class  on  signal  without  being  called.  By  the 
close  of  the  first  month  you  will  have  all  the  necessary  cleaning  of  the 
school  house  and  many  other  improvements  successfully  finished.  You 
could  have  it  all  done  in  a  week's  time  but  it  is  better  to  make  haste  slowly 
when  it  is  such  a  tax  on  nervous  energy. 

I  have  found  it  to  have  a  wholesome  effect  in  my  school  to  reduce 
all  the  mechanical  hurts  of  teaching  to  a  system.  Pupils  form  in  line  in 
the  yard  and  march  into  the  school  house  when  the  weather  is  good.  They 
always  raise  windows  and  march  out.  In  calling  and  dismissing  classes 
numbers  are  used.  On  one  the  class  at  recitation  seat  rises  and  the  next 
rises  at  their  seats.  On  two  they  both  pass  over  the  floor,  one  from  the 
other  to  the  recitation  seat.  There  is  no  interruption  of  classes  to  ask 
questions  or  get  drinks  unless  it  is  absolutely  necessary.     One  of  the  chief 


\ 

14  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

results  that  come  from  this  is  an  increasing  self-control.  Some  pupils  do 
these  things  because  they  are  compelled  to  do  so  hut  with  more  it  is  a 
joy.  Your  pupils  are  your  most  loyal  supporters  in  any  sane  method 
of  securing  best  conditions  for  them.  That  is  what  you  are  there  for: 
to  make  better  conditions  for  them.  As  your  interest  in  them  grows 
and  as  you  lose  yourself  in  your  work  you  will  be  surprised  at  the 
returns  you  are  getting  individually.  You  cannot  do  good  for  others 
without  being  greatly  benefited  yourself. 

I  cannot  leave  this  article  without  saying  something  of  the  order  in 
the  school  room.  You  must  have  it.  Do  not  let  things  go  at  sixes  and 
sevens  at  first,  thinking  you  can  straighten  out  the  tangle  later.  Nothing 
is  farther  from  the  resulting  condition.  If  you  control  your  school  the 
first  weeks  your  trouble  is  over.  You  will  be  saved  that  unseemly  loss 
of  dignity  that  comes  about  the  middle  of  the  term  when  you  are  trying 
to  control  your  school  and  cannot.  We  are  chiefly  to  blame  when  our 
pupils  "throw  us  out"  either  literally  or  figuratively  speaking.  Stop  any 
impudence  or  undue  familiarity  instantly — the  first  day  if  need  be — -or 
the  last. 

I  have  purposely  delayed  speaking  of  the  beginning  reading  until  the 
close  of  this  article.  If  you  have  not  already  learned  some  definite 
system  of  teaching  beginners  to  read,  you  are  now  trying  to  do  so. 
Nothing  so  marks  you  as  "a  back  number"  or  as  unprogressive  as  lack 
of  preparation  for  the  primary  work.  There  are  several  good  systems  of 
teaching  reading.  The  important  thing  is  to  get  a  system  and  master  it — 
make  it  your  own  so  that  you  can  defend  it  against  all  comers  if  need  be. 
Maybe  you  yourself  are  not  a  good  reader.  That  will  not  prevent  your 
successful  teaching  of  the  subject.  The  fundamental  principle  of  all  the 
systems  is  a  mastery  of  the  elementary  sounds  as  uttered  by  the  human 
voice  in  speech;  after  that,  an  attempt  at  conversational  expression 
and  understanding  just  about  sums  up  the  process.  It  is  a  delightful 
thing  to  get  such  remarkably  permanent  results  in  such  short  time. 

Finally,  my  brethren,  a  word  for  you  personally.  I  believe  in  the 
young  teacher.  You  have  at  least  one  thing  ahead  of  us  veterans — your 
youthful  enthusiasm.  You  will  most  likely  take  the  keenest  interest  in 
all  that  affects  your  school  and  its  work.  I  hope  you  will  soon  be  thrown 
in  contact  with  other  optimistic  teachers.  There  are  those  of  our  profes- 
sion that  are  soured  on  young  people  chiefly  because  of  jealousy.  May 
your  path  be  clear  of  such  folks.  May  you  have  good  sense,  judgment 
and  tact  to  conduct  your  school  to  a  successful  finish.  If  you  are  definite 
in  your  daily  preparation  of  your  work,  a  year  will  find  you  possessing  as 
high  certificate  as  your  experience  warrants.  I  hope  your  year's  work 
will  be  so  successful  that  you  will  next  summer  attend  summer  school 
for  a  season  of  enlarging  your  circle  of  illumination.  Live  every  day 
the  best  you  can.  It  is  all  right  to  look  forward  to  future  attainments 
but  you  will  miss  the  best  of  your  life  if  your  mind  is  always  fixed  on 


FOR   THE  ELEMENTARY   SCHOOLS   OF  OHIO.  15 

future  living.  Live  now,  this  very  minute.  Take  your  life  and  talents 
with  you  into  the  schoolroom.  Live  there  too.  Too  many  teachers  just 
barey  exist  in  the  school  room.  There  is  much  expected  of  you  in  your 
comiiunity  besides  "keeping"  the  school. 

Ml  this  for  forty  dollars?  Yes,  and  as  much  more  loyal  honest 
servjce  as  you  can  give.  I'll  warrant  you  that  you  will  not  long  remain 
a  forty  dollar  teacher.  I  wish,  though,  that  your  raise  in  salary  could 
comd  to  you  in  your  country  school  work  rather  than  going  into  town 
or  city  schools  to  get  it.  But  you  are  beginning  in  an  opportune  time. 
There  has  never  been  a  time  when  the  country  schools  are  receiving  the 
attention  as  now.  There  will  be  increasingly  greater  opportunities  in  the 
country  districts.  I  wish  the  very  best  for  you.  I  wish  for  each  day  to 
be  happier  than  the  last  and  may  you  have  health  and  strength  for  a 
year  of  devoted  service.  You  must  feel  you  are  in  the  philanthropist 
class  for  the  service  you  will  give  cannot  be  paid  for  with  forty  dollars. 


READING  AND  PHONICS. 
By  Miss  Maude  Moore,  Canton,  Ohio, 
Superintendent  of  Primary  Instruction. 

Reading  is  a  center  around  which  the  entire  work  of  the  primary 
school  should  revolve,  and,  when  taught  in  the  light  of  the  new  century, 
it  includes  sense-training,  voice-culture,  games  and  plays,  imaginative 
work,  reasoning,  and  character  building.  The  avenues  leading  to  and 
from  reading  are  mainfold,  and  the  best  teachers  of  our  country  are 
seeing  and  using  them. 

A  taste  for  good  reading  is  an  acquisition  the  worth  of  which  is 
hardly  to  be  overestimated.  A  wide  difference  exists,  indeed,  in  children 
in  respect  to  their  inclination  for  reading,  but  there  are  few  in  whom  it 
cannot  be  more  or  less  developed  by  careful  and  judicious  training. 

No  one  will  dispute,  I  think,  that  the  acquirement  of  the  art  of  read- 
ing constitutes  at  least  half  of  any  education ;  for,  after  all  that  may  be 
done  for  him  by  others,  the  main  work  of  educating  any  individual  must 
be  performed  by  himself ;  and  reading  so  multiplies  one's  powers  for  the 
acquisition  of  both  knowledge  and  culture  that  to  over-rate  its  value  would 
be  impossible. 

Learning  to  read,  then,  is  the  child's  all-important  task  when  he 
enters  into  school  life.  This  task  must  be  made  enjoyable  and  interesting 
or  the  child's  work  is  drudgery. 

Learning  to  read,  even  the  thorough  mastery  of  the  mechanism  of 
reading,  should  be  an  exercise  full  of  genuine  pleasure  for  both  the 
learner  and  the  teacher. 


16  MANUAL   OF   UNIFORM    COURSE   OF   STUDY 

First  Year. 

The  teacher  of  First  Grade  pupils,  little  tots  starting  to  scohol  for 
the  first  time,  should  studiously  prepare  her  daily  task,  for,  than  hers, 
there  is  no  teaching  more  important  from  the  Kindergarten  to  the 
graduation  class  in  the  University.  There  are  no  more  trying  days  for  a 
teacher  than  those  first  weeks,  when  a  number  of  medium  and  bright 
minds — as  yet  unaccustomed  to  formal  learning  of  any  kind — are  having 
opened  up  to  them  a  new  life.  The  experienced  and  conscientious  teacher 
is  fearful  lest  she  may  not  proceed  in  just  the  right  way ;  the  inexperienced 
teacher  is  at  an  utter  loss  to  know  what  or  how  to  do. 

How  Do  You  Teach  Beginners  to  Read? 

No  one  question  has  been  asked  oftener  by  teachers  than  "How  do' 
you  teach  beginners  to  read?" 

Reading  is  not  always  taught  correctly  in  any  grade,  but  the  most 
difficult  place  of  all  to  teach  it  (or  any  other  branch,  in  fact),  is  in 
the  First  Primary  Grade,  and  the  hardest  part  of  that  year,  the  very 
beginning.  It  is  not  an  easy  task  for  the  experienced  teacher,  and  it 
is  positively  overwhelming  to  the  inexperienced  teacher^ 

Self-activity  is  the  law  of  growth.  The  child's  inborn  desire  is 
to  act,  and  his  love  of  play  should  be  provided  for  by  the  introduction 
of  lessons  that  are  to  be  read  silently  and  acted  before  being  read  orally. 
These  action-lessons  serve  the  double  purpose  of  giving  freedom  and  of 
creating  the  desire  for  silent  reading.  The  children  delight  in  action 
and  conversation  work,  and  it  promotes  spontaneity  and  relieves  of  self- 
consciousness. 

A  child's  life  is  largely  made  up  of  action,  and  his  birthright  is 
free  motor-activity.  It  is  believed  that  games  furnish  a  better  field  for 
the  development  of  child  nature  than  any  other  exercise  ever  employed 
in  a  school  course.  By  means  of  them  the  power  to  think  quickly,  to 
judge,  to  act,  as  well  as  to  learn  politeness  and  self-restraint,  can  be  un- 
consciously acquired. 

That  which  spontaneously  holds  the  child's  attention  will  be  the  line 
of  least  resistance;  therefore  his  play  interests  should  be  correlated  with 
the  school  work. 

The  reading  matter,  then,  should  be  full  of  action  —  the  action  of 
real  life.  Believing  this  to  be  true,  the  first  sentence  presented  to  the 
child  should  be  one  for  him  to  act. 

BLACKBOARD  READING. 

In  teaching  beginners  to  read,  it  is  imperative  that  much  time  be 
spent  in  preparatory  lessons  upon  the  blackboard.  No  teacher  of  any 
experience  at  all,  anywhere  in  this  vast  domain  of  action,  would  think 


FOR    THE    ELEMENTARY    SCHOOLS    OF    OHIO.  17 

for  a  moment  of  placing  a  book  in  the  hands  of  beginners  until  this 
blackboard  reading  had  been  thoroughly,  conscientiously,  and  well  done. 

Believing,  as  before  stated,  that  much  of  the  work  of  children  should 
be  based  upon  action — the  action  of  real  life — the  first  sentence  pre- 
sented to  the  child  should  be  one  for  him  to  act.  For  instance,  begin 
with  the  imperative  sentence  "Come."  Proceed  something  like  this: 
Write,  in  a  very  large  hand,  the  sentence  above  mentioned,  on  the  black- 
board, and  call  upon  some  child  to  do  what  it  commands.  If  you  happen 
to  have  in  your  class  a  pupil  who  was  in  the  first  grade  the  year  before, 
call  upon  him  to  act  the  command.  If  you  have  no  pupil  in  the  class 
who  knows  the  word,  you  may  call  one  of  the  pupils  to  the  front  and 
have  him  be  the  teacher,  and  have  him  tell  you  to  do  what  the  sentence 
commands.  Then  you  act  the  command  by  going  to  the  "teacher".  The 
"teacher"  says,  "What  did  the  sentence  tell  you  to  do ?"  You  say,  "Come" 
Have  another  pupil  act  as  teacher  and  repeat.  Then  have  one  of  the 
pupils  act  the  command.  By  this  time  many  of  the  pupils  will  be  ready 
to  act  the  command.  Have  all  the  pupils  in  the  class  act  this  command 
before  taking  up -another.  When  a  child  has  finished  acting  a  sentence, 
say,  "Thai  will  do,  thank  you"  He  will  know  he  is  dismissed,  and  you 
will  be  incidentally  teaching  him  manners.  Erase  a  sentence  every  time  a 
child  acts  it,  and  write  it  anew  for  each  and  every  child.  This  gains 
their  attention  better,  and  the  very  fact  that  they  watch  you  write  it  so 
often,  causes  them  to  visualize  the  quicker  and  better. 

In  all  the  commands  remember  to  first,  have  the  pupil  read  the 
sentence  to  himself,  second,  have  him  act  the  sentence,  and  third,  have 
him  read  the  sentence  aloud.  NEVER  neglect  to  write  your  one-zvord 
commands  with  a  capital  letter  and  a  period.  Always  be  extremely  carev 
ful  in  writing  ^your  sentences  on  the  blackboard  to  write  not  only  in  a 
large,  legible  hand  (an  absolute  necessity),  but  to  ALWAYS  have  the 
capitals  and  the  correct  punctuation  marks  in  and  at  the  end  of  the 
sentence.  Call  attention  to  these  marks  constantly,  for  it  will  help 
wonderfully  in  getting  expression  and,  meaning  from  not  only  the  black- 
board work,  but  from  the  book  later.  (It  is  also  incidental  language 
work.) 

At  the  second  lesson  take  another  command  such  as  "Go."  Have  two 
or  three  pupils  act  the  command  of  the  first  lesson  before  introducing 
the  command  of  this  second  lesson.  In  introducing  this  second  command, 
have  the  first  acted  by  a  last  year's  pupil  (or  act  it  yourself  as  directed 
in  Lesson  i),  and  while  this  pupil  is  standing  by  you — in  obedience  to 
the  first  command — write  the  sentence  in  this  second  lesson  on  the  board 
and  tell  him  to  do  what  it  commands.  He  says,  as  he  proceeds  to  his 
seat  "Go"  Many  others  will  be  immediately  ready  to  play  these  words. 
Have  all  the  pupils  in  the  class  play  this  lesson,  too. 

In  the  third  and  other  lessons  proceed  in  the  same  manner  with  more 
action-words,  such  as  play,  run,  walk,  fly,  sing,  etc.    When  these  words 
s.  c.  —  2. 


18 


MANUAL   OF    UNIFORM    COURSE    OF    STUDY 


have  been  used  in  one-word  commands,  make  sentences  of  three  words 
by  using  simply  "and"  as  "Come  and  go."  "Come  and  play."  "Go  and 
walk."  etc.,  etc.  Then,  enlarge  these  sentences  by  introducing  one  or 
two  proper  names,  as,  "Jack,  come  and  go."  "Rim  and  play,  Frank." 
"Come,  May  and  sing."  In  arranging  lessons  for  beginners  the  teacher 
should  be  careful  to  preserve  the  continuity  of  thought.  Mere  isolated 
sayings  scatter  the  interest,  directing  the  mind  first  to  one  subject  and 
then  to  another,  thus  diverting  the  attention  instead  of  holding  it. 

After  taking  up  about  a  dozen  or  fifteen  words,  the  sentences  should 
be  largely  sequential  or  conversational.  This  is  done  to  bring  out  expres- 
sion, and  it  is  at  the  same  time  working  from  that  which  they  know  and 
can  do  to  that  which  they  do  not  know  and  cannot  do.  Nothing  brings 
out  expression  and  creates  interest  like  conversational  work — dialogues, 
some  would  call  it.  Have  the  pupils  look  at  each  other  while  talking  the 
sentences.  If  you  call  it  talking  instead  of  reading  the  pupils  will  do 
better.  This  may  seem  strange,  but  it  is  true.  Use  the  word  "read"  as 
little  as  possible  at  any  time.  Do  every  thing  you  can  to  make  the 
children  natural.  Very  frequently,  have  the  pupils,  taking  part  in  the 
conversations,  or  dialogues,  come  to  the  front  of  the  room  while  talking. 

Such  conversations  as  these  are  used : 


(Reading  and  Phonics.) 

I 

.     May  Jack  go  with  me? 

2 

Jack  may  go  with  you. 

I 

May  Frank  play  with  me  ? 

2 

.     Frank  may  play  with  you. 

I 

Jack,  may  I  sing? 

2 

You  may  sing. 

(The  figures  indicate  the  speakers.) 

Later,  when  more  words  have  been  learned,  the  conversations  are 

longer,  as, 

i 

Is  sugar  good  to  eat? 

2 

Sugar  is  good  to  eat. 

I 

Is  sugar  sweet? 

2 

Yes,  sugar  is  sweet. 

I 

Are  apples  sweet,  too? 

2 

Well,  some  apples  are  sweet. 

I 

Have  you  much  milk? 

2 

I  have  not  any. 

I 

Has  Jack  much  milk? 

2 

He  has  a  'little,  not  much. 

I 

Did  May  sing? 

2 

I  did  not  hear  her. 

I 

She  sings  well. 

FOR   THE   ELEMENTARY    SCHOOLS    OF    OHIO.  19 

2.  Yes,  I  like  to  hear  her  sing. 

2.  I  like  to  hear  Jack  sing,  too. 

1.  Is  sugar  dear? 

2.  It  is  dear. 

3.  It  is  too  dear. 

4.  It  is  too  dear  for  us  to  eat. 

This  blackboard  reading  continues  until  the  pupils  have  a  reading 
vocabulary  of  about  one  hundred  words.  To  some  teachers  this  may 
seem  to  be  taking  too  much  time  for  the  blackboard  reading,  but  it  more 
than  pays  in  the^  end,  as  it  gives  the  pupils  greater  power  upon  taking 
up  the  Primer  or  First  Reader.  "Make  haste  slowly"  is  a  splendid  motto 
for  the  teacher  of  beginners,  especially  during  the  first  half  of  the  year. 

(The  Educational  Publishing  Co.,  Prairie  Ave.,  Chicago,  III.,  pub- 
lishes a  book  called  "Blackboard  Reading"  which  contains  all  the  sen- 
tences that  are  necessary  for  this  reading  from  the  blackboard,  and 
which  will  very  materially  aid  the  busy  teacher  in  this  preliminary  work 
necessary  for  reading  ANY  Primer  or  First  Reader.  It  cosis  but  jo 
cents. ) 

When  this  blackboard  work  has  been  thoroughly  done,  the  pupils 
are  ready  for  the  Primer  or  First  Reader  of  any  good  system  that  you 
may  care  to  use  in  your  school,  such  as  the  *Ward  or  Rational  Method, 
the  fNew  Education,  or  the  **  Aldine.  I  would  recommend  that  the  basic 
books  be  those  that  are  founded  on  a  good  system  of  phonics,  as  the  more 
systematically  the  phonetic  work  is  done  the  greater  the  power  of  the 
pupils  to  help  themselves.  This  phonetic  work  should  be  begun  the  first 
day  of  school.  It  goes  hand  in  hand  with  the  blackboard  reading  from 
the  very  first,  and  continues  with  the  work  from  the  readers.  All  the 
systems  before  mentioned  have  Teachers'  Manuals  that  fully  explain 
just  how  to  take  up  this  work  in  phonics.  This  phonetic  work  should 
be  most  conscientiously  taught  during  the  first  three  years  of  the  child's 
school  life,  at  the  very  least.  It  gives  him  power  by  giving  him  a  key 
to  the  English  language ;  and,  the  better  a  child  reads,  the  better  he  will 
do  everything  else,  because  he  cannot  study  anything  unless  he  can  read; 
unless  he  can  intelligently  read  the  problems  in  arithmetic  he  cannot 
solve  them ;  the  better  he  can  read,  the  easier  it  will  be  for  him  to  get  his 
language,  grammar,  geography,  history,  etc. 

phonics. 

Just  a  hint  as  to  how  to  begin  with  this  work!  As  before  stated 
this  work  begins  simultaneously  with  the  blackboard  reading. 

♦Published  by   Silver,  Burdett  &  Co.,   Chicago,   111. 
t  Published  by  American  Book  Co.,   Cincinnati,  Ohio. 
*  Published  by  Newson  &  Co.,  New  York  City. 


20  MANUAL   OF    UNIFORM    COURSE    OF    STUDY   . 

The  first  step  in  this  phonetic  work  is  the  teaching  of  the  sounds  of 
the  letters,  or  combinations  of  sounds.  Naturally,  the  the  easiest  sounds 
should  be  taught  first,  and  the  easiest  are  those  that  can  be  prolonged  in- 
definitely, such  as  f,  1,  m,  a,  6,  s,  etc.  A  good  order  in  which  to  take 
up  these  single  and  compound  sounds  would  be  something  like  the  fol- 
lowing: 

(f,  ph,  gh)  1,  m,  (a,  e)  (6,  eau)  eaux,  r,  (s,  c)  n,  (e,  I)  at,  an,  in, 
ing,  ings,  ight,  ights,  (I,  y)  ail,  ails,  ill,  ills,  ate,  (z,  s)  (k,  c,  q,  ck)  (t,  d) 
(er,  ar,  ir,  or,  ur,  ear)  ers,  p  (6,  a)  a,  (ic,  ick)  ip,  im,  ish,  (i,  y)  ly,  d, 
(u,  o)  ch,  e,  ed,  est,  less,  ness,  sh,  qu,  v,  (w,  o,  66,  u,  ew)  (j,  g)  (a,  6) 
g,  h,  wh,  (ou,  ow)  th,  b,  (n,  ng)  (o,  66,  u)  ful,  (oi,  oy)  (u,  ew)  ure,  x, 
ex,  ex,  (air,  ar,  ear,  eir)  a,  a. 

I  have  found  by  years  of  experience  that  it  pays,  in  this  phonetic 
work,  to  teach  at  the  same  time,  all  sounds  that  are  alike,  as  (f  ph  gh), 
(e  i),  (s  c),  (z  s),  etc.  A  good  device,  or  schoolroom  help,  is  to  write 
or  print  on  cards,  to  be  tacked  on  the  wall,  these  combinations  of  like 
sounds,  having  a  separate  card  for  each  group.  The  pupils  will  be  con- 
stantly visualizing  these.  Much  time  would  be  saved  if  more  things  than 
are,  were  placed  on  the  schoolroom  walls  for  visualization.  Pupils  could 
almost  unconsciously  learn  many  things  if  given  the  opportunity.  Of 
course,  these  sounds  are  to  be  taught  in  class  before  they  are  placed  on 
the  walls.  These  are  taught  by  means  of  cards,  containing  both  the 
script  and  the  print  sound.  Any  company  that  publishes  a  phonetic 
system,  prints  these  cards  and  sells  them  in  sets,  or  packages,  at  a  very 
small  sum. 

HOW  TO  CONDUCT  A   PHONOGRAM   DRILL. 

All  Grades. 

(I  shall,  below,  tell  you  a  good  way  to  conduct  a  lesson  or  drill  in 
the  sounds,  or  phonograms,) 

The  entire  class  stands.  The  teacher  stands  in  the  middle  of  the 
front  of  the  room,  with  the  cards  held  straight  in  front,  rather  high. 
Place  these  cards  from  back  to  front  of  the  package  held  in  the  hand,  as 
quickly  as  possible  to  not  jerk  the  cards.  These  cards  are  named  by  the 
pupils  individually — not  as  a  class.  As  soon  as  a  pupil  pronounces  a 
sound  he  is  seated.  When  all  have  finished  the  entire  class  stands  again. 
If  a  pupil  hesitates  and  does  not  say  his  sound  at  once,  the  teacher  must 
not  wait  for  him  to  think  about  it,  but  immediately  call  out  "Tell"  when 
the  whole  class  tells  the  sound  at  once.  If  a  sound  is  given  incorrectly 
the  same  thing  is  done.  This  exercise  should  be  conducted  briskly!! 
Teachers  must  learn  all  these  sounds  well  before  trying  to  use  them  in 
this  drill.  Be  absolutely  sure  of  the  sounds  you  present ! !  Use  both 
the  print  and  script  sides  of  these  cards  from  the  very  beginning ! ! 


FOR   THE   ELEMENTARY   SCHOOLS   OF   OHIO.  21 

Be  very  careful  in  holding  these  cards  not  to  turn  them  to  the  right 
or  to  the  left — hold  them  perfectly  straight — so  that  all  of  the  pupils  in 
the  class  can  see  all  of  the  cards  all  of  the  time.  Be  careful  that  the 
fingers  of  the  hand  holding  the  cards  do  not  cover  any  of  the  letters.  Do 
not  move  across  the  front  of  the  room  while  giving  this  drill.  Stand 
perfectly  still,  and  as  far  in  the  front  of  the  room  as  you  can  get. 

EAR-TRAINING. 

Simultaneous  with  the  teaching,  of  the  sounds  should  be  the  train- 
ing of  the  ear  to  blend  sounds  to  form  words.  (Many  teachers  make 
the  mistake  of  beginning  to  blend  words  from  the  blackboard  before  the 
ear  has  had  sufficient  training  in  this  running  of  the  sounds  together  to 
form  words.     This  impedes  progress.) 

I  will  illustrate  by  giving  you  a  few  ear-training  sentences. 

(The  word  to  be  blended — /  an.) 

Have  these  sentences  acted. 

Please  hand  me  that  /an. 

Give  the  /  an  to  the  little  girl. 
Use  the  /an. 

Give  the  /an  to  the  little  boy. 

You  may  use  the  /an,  too. 
Give  John  the  /an. 

Mary,  tell  him  to  use  the  /  an. 

Bring  the  /an  back  to  me. 

Why  do  I  say  to  have  these  sentences  acted?  Simply  because  if 
the  pupils  are  able  to  perform  the  commands,  they  have  mentally  blend- 
ed the  word.  And,  as  children  like  to  do  things  so  very  well,  you  can 
at  once  get  their  interest  and  attention  by  beginning  with  action  sen- 
tences. 

(The  word  to  be  blended — /old.) 

Have  these  sentences  acted  by  the  entire  school  first — then  by  in- 
dividuals. 


.Fold  your  arms. 

F  old  your  hands 


Rise,  and  /old  your  arms.  "  ■ 

F  old  your  arms  behind  you. 

F  old  your  hands  over  your  head. 
F  old  your  hands  behind  you. 

Sif  down  and  /  old  your  hands. 


22  MANUAL    OF    UNIFORM    COURSE    OF    STUDY      ■ 

(The  word  to  be  "blended — /han.) 
Look  at  that  m  an. 

What  m  an  do  you  mean  ? 

That  m  an  at  the  window. 

Oh  yes,  I  see  the  m  an. 

Tha£  m  an  is  my  father. 

My  father  is  a  very  good  m  an. 

(The  word  to  be  blended — w  eat.) 

Frank  is  in  the  m  EAT-shop. 
He  likes  m  eat. 

Do  you  like  meat? 
.Yes,  I  like  m  eat. 

What  kind  of  meat  do  you  like?  * 

I  like  any  kind  of  m  eat. 
This  weat  is  tender. 

Who  cooked  the  m  eat  ? 

.Mamma  cooked  the  m  eat. 

She  cooked  'the  m  eat   well. 

(The  word  to  be  blended — sing  ing.) 

May  is  j  ing  ing  a  song. 

Jack  is  s  ing  ing,  too. 

The  children  are  s  ing  ing  sweetly. 
They  like  s  ing  ing. 

The  bluebird  is  ^  ing  ing. 

The  robin  is  sing  ing. 

All  birds  are  sing  ing  in  the  spring. 
We  like  to  hear  their  ^  ing  ing. 

After  hundreds  of  these  sentences  have  been  used,  and  the  pupils' 
ears  seem  to  have  been  pretty  well  trained  to  run  the  sounds  together, 
spend  some  time  in  pronouncing  the  phonetic  zuords  alone — not  in 
sentences — and  have  the  pupils  tell  what  the  words  are.  When  you 
have  done  this  for  perhaps  a  week  or  two  begin  the  blackboard  blend. 
This  consists  in  writing  the  phonetic  words  on  the  blackboard  and  hav- 
ing the  children  blend  and  pronounce  the  words.  In  a  very  short  time, 
the  actual  blending  part  of  this  process  should  be  done  inaudibly. 

These  blackboard  blend  words  should  be  taken  up  in  groups,  or 
families,  first.     Here  are  a  few  families. 

ight  ail  ate 

f  ight  f  ail  f  ate 

1  ight  m  ail  1  ate 


FOR   THE   ELEMENTARY    SCHOOLS   OF   OHIO.  /  23 

m  ight  nail  m  ate 

night  vail  rate 

r  ight  s  ail  s  ate 

s  ight  p  ail  K  ate 

t   ight  t  ail  ,  p  ate 

pi  ight  tr  a*/  pi  ate 

f  r  J£r/*f  f  r  ai/  pr  ate 

gr  at/  cr  ate 

After  having  taken  up  a  dozen  or  more  families,  write  the  words 
promiscuously,  on  the  blackboard,  and  have  them  blended  by  the  class. 

I'll  give  you  an  idea  as  to  the  best  way  to  conduct  a  blend  drill. 

HOW  TO  CONDUCT  A  BLEND  DRILL. 

All  Grades. 

Have  written  on  the  blackboard  before  the  opening  of  school  each 
day,  the  phonetic  words  to  be  blended.  (These  words  may  be  obtained 
from  any  of  the  Manuals  that  go  with  any  of  the  Phonetic  Systems.) 
They  should  be  written  neatly,  in  rows,  and  not  too  small.  *  When 
the  time  comes  for  the  blend  drill,  have  the  pupils  stand  and  pronounce 
the  words  as  fast  as  they  possibly  can,  each  child  pronouncing  but  one 
word,  and  then  being  seated.  These  words  should  not  be  SOUNDED 
aloud  except  in  extreme  cases.  They  must  be  pronounced  very  dis- 
tinctly and  accurately.  Do  not  pronounce  the  words  after  the  children; 
they  should  be  pronounced  by  the  pupils  so  as  to*  be  heard  by  every  one 
in  the  class.  If  a  pupil  comes  to  a  word  that  he  cannot  pronounce,  do 
not  tell  him  the  word,  and  do  not  allow  any  pupil  to'  tell  him  the  zuord, 
but  let  him  stand  until  you  have  gone  around  the  class ;  more  than  likely 
that  by  the  time  you  have  gone  around  the  class,  he  having  been  quietly 
studying  his  word,  can  now  tell  you  what  it  is  without  any  help  from 
you.  If,  however,  he  is  unable  to  do  this,  have  him  sound  the  word 
aloud,  running  the  sounds  together  as  fast  as  he  can,  when  he  will  soon 
be  able  to  tell  the  word.  If  the  word  contains  some  sound  that  he  does 
not  know  tell  him  the  sound  only.  After  helping  all  those  that  are  stand- 
ing, to  get  their  words,  begin  over  again  and  go  around  the  class  in  the 
same  manner.  Go  around  the  class  in  this  manner  as  many  times  as 
time  will  allow.  The  teacher  must  watch  closely  throughout  this  drill.  Do 

not  accept  a  word  that  is  almost  right — it  must  be  absolutely  correct. 

i 

BOOK   READING. 

Having  finished  the  blackboard  reading  the  pupils  are  now  ready 
for  some  Primer  or  easy  First  Reader.  Some  teachers  will  ask  "How 
can  the  children  read  from  the  book  when  they  have  had  nothing  but 
writing  from  the  board?"     This  transition  from  script  to  print  is  easy 


24  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

if  the  teacher  has  had  the  " Sight- Word"  Drill  each  day.  This  is  con- 
ducted in  the  same  manner  as  the  Phonogram  Drill,  previously  described. 
These  "Sight-Words"  can  be  purchased  from  the  same  companies  that 
publish  the  phonetic  systems.  If  you  have  a  box  of  large  rubber  type 
you  can  make  them.  Cards  of  Manila  paper,  5-J  x  8J  inches  are  used. 
But  it  is  cheaper  to  buy  them  already  printed.  The  words  used  in  this 
Sight- Word  Drill  are  those  used  in  the  reading  from  the  blackboard. 
Add  the  words  to  the  package  for  the  drill  only  as  fast  as  they  are  used 
in  sentences  in  the  blackboard  reading.  Use  the  script  and  print  sides 
of  these  cards  from  tne  very  beginning. 

Do  not  stop  the  phonogram  and  blend  drills  when  the  pupils  begin 
to  read  from  the  book — this  work  should  continue  for  two  or  three  years 
at  least.  If  this  work  is  conscientiously  done  you  wTill  be  amazed  how 
much  and  how  well  the  pupils  will  read.  The  reason?  They  have  a 
means  of  helping  themselves.     They  have  a  "key  to  the  language." 

How  many  books  shall  the  pupils  read,  in  the  first  year,  the  second 
year,  the  third  year,  etc.?  Who  is  wise  enough  to  say?  How  can  a 
limit  be  placed  either  as  to  the  minimum  or  as  to  the  maximum?  One 
school  reads  many  books,  another  few ;  there  may  be  the  same  amount 
of  time  used  by  both.  One  school  may  be  taught  by  an  experienced 
teacher,  the  other  by  an  inexperienced,  teacher.  One  school  may  be  large, 
the  other  small. 

One  school  may  be  made  up  of  children  from  good  homes,  children 
that  are  well  cared-for,  well-fed,  comfortably  clad,  children  who  get 
plenty  of  sleep.  The  other  may  be  made  up  of  children  who  have  almost 
no  care  and  attention,  children  under-fed.  poorly  clad,  and  who  sleep  on 
a  pile  of  rags  or  straw  in  a  corner  of  the  room,  or  in  a  store-box  on  the 
street.  Should  as  much  be  expected  of  the  latter  as  of  the  former?  One 
school  may  read  twenty  books,  another  five  or  two.  If  children  can  read 
twenty  books  well  and  with  pleasure  and  enjoyment,  should  they  be 
forced  to  read  over  and  over  again  the  same  old  few?  Would  it  be  as 
enjoyable,  as  interesting,  as  beneficial?  It  is  really  wonderful  how  much 
children  can  read  after  they  have  been  given  the  power  to  help  them- 
selves. How  are  they  given  this  power?  By  the  systematic  study  of 
phonics,  and  by  reading.  Reading  gives  power  for  more  reading ! !  It 
is  no  harder  on  teacher  and  pupils  to  read  many  books  than  it  is  to  read 
few.  To  drag  along  reading  a  few  books,  the  interest — if  any  exists — 
is  so  half-hearted  that  it  becomes  monotonous.  If  many  books  are  read 
the  interest  and  enthusiasm  are  always  at  high-tide  with  the  consequent 
happiness  attending. 

After  the  pupils  begin  to  read  from  books,  the  manner  of  conducting 
a  reading  lesson  is  about  the  same  in  all  the  grades.  About  the  only 
difference  is  that  during  the  greater  part  of  the  first  year  the  pupils  read 
but  a  sentence  at  a  time,  while  after  that  they  read  a  paragraph  at  a  time. 
(We  crawl  before  we  walk,  you  know.) 


FOR   THE    ELEMENTARY    SCHOOLS    OF    OHIO.  25 

I  shall  give  some  general  directions  to  follow  in  conducting  a  read- 
ing lesson  in  any  grade. 

GENERAL  DIRECTIONS  TO  FOLLOW  CAREFULLY. 

1.  It  should  not  be  necessary  for  a  teacher  to  stand  in  conducting  a 
reading  recitation  from  the  book.  {During  the  period  when  pupils  are 
reading  from  the  blackboard  a  teacher  cannot  sit  during  the  reading 
period.)  It  pays  better  to  put  your  strength  into  an  enthusiastic  tone 
of  voice  and  facial  expression  than  to  put  it  into  your  feet. 

2.  When  hearing  a  reading  lesson  (or  any  other  lesson  for  that 
matter)  do  not  say  "Now,  who  can  read  so  and  so?"  or  "Who  can  tell 
me  this?"  etc.,  and  then  wait  and  wait  before  calling  upon  some  one. 
More  time  is  often  wasted  between  times  that  pupils  recite  than  is  really 
used  in  recitation.     Call  upon  pupils  quickly ! ! 

3.  Be  sure,  always  to  have  a  copy  of  the  book  from  which  the  chil- 
dren are  reading.     Otherwise  you  cannot  detect  errors. 

4.  Get  the  proper  expression  from  a  sentence  or  paragraph  before 
leaving  it.  Never  read  through  and  through  a  lesson  regardless  of  ex- 
pression. It  is  better  to  read  only  part  of  a  lesson  and  get  the  correct 
expression  than  to  read  it  through  several  times  with  poor  expression. 

5.  Some  teachers  are  prone  to  read  for  the  pupils  in  order  to  show 
them  the  correct  expression.  This  should  be  the  very  last  resort.  The 
pupils  can  almost  always  get  the  correct  expression  if  the  right  kind  of 
questions  are  asked  by  the  teacher.  Reading  for  the  pupil  is  perhaps 
quicker  at  the  time,  but  he  does  not  gain  power  for  he  simply  imitates 
you,  thereby  becoming  parrot-like.  .If  he  gets  the  expression  himself 
he  understands  what  he  reads;  if  he  gets  the  expression  by  imitation, 
you  cannot  know  whether  he  understands  or  not 

6.  Do  not  use  the  word  "read"  any  oftener  than  is  absolutely 
necessary.  Instead  of  saying  "Read  the  next  paragraph,  John,"  ask  a 
suitable  question  or  offer  a  fitting  suggestion,  that  will  call  forth  the  cor- 
rect expression  of  the  next  paragraph,  or  stanza.  This  helps  to  keep 
up  the  interest,  too.  Get  into  the  spirit  of  the  lesson — be  enthusiastic — 
for  it  is  contagious  and  the  pupils  will  "catch"  it. 

7.  Do  not  read  "around"  a  class — call  upon  pupils  in  different  parts 
of  the  class,  or  room. 

8.  Pupils  are  supposed  to  be  reciting  to  and  for  the  entire  class — 
consequently  they  should  speak  loudly  and  distinctly  enough  to  be  heard 
and  understood  by  every  member  in  the  class. 

9.  Be  sure  that  the  pupils  stand  straight — not  leaning  against  any- 
thing— with  the  book  held  down  from  in  front  of  the  face. 

10.  Before  beginning  to  read  any  reader,  study  carefully  the  direc- 
tions for  its  use — given  either  in  the  front  or  back  of  the  book — and 
then  as  carefuly  follow  these  directions  in  using  the  same.  Every  good 
read  is  written  with  a  specific  purpose  in  view.  v 


26  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

The  subject  of  reading  is  being  emphasized  more  and  more,  and 
rightfully  so.  The  teacher  of  reading  has  a  rare  opportunity  to  project 
his  influence  into  the  years  to  come.  Whatever  else  we  do,  we  should 
see  to  it  that  the  subject  of  reading  is  well  taught.  This  is  the  test  of 
good  teaching,  and  the  teacher  who  can  do  this  successfully,  is  doing  a 
work  whose  importance  cannot  be  overestimated. 

The  advantages  of  reading — and  of  reading  many  books — is  obvious. 
The  child's  vocabulary  is  increased  gradually  but  surely,  his  store  of 
literature  is  enlarged,  his  imagination  is  fed  and  strengthened,  his  ability 
to  comprehend  the  subject-matter  is  increased,  and  he  has,  above  all, 
cultivated  a  love  and  a  desire  for  good  reading,  because  he  knows  the 
happiness  which  may  be  his  for  the  taking. 

If  books  are  read  only  as  books,  and  the  aim  is  simply  quantity,  the 
reading  is  simply  a  farce,  and  its  value  is  practically  nothing.  If  books 
are  used  that  are  beyond  the  comprehension  of  the  pupil,  the  reading  is 
worthless.  But  when  the  work  is  properly  done,  the  material  suited  to 
the  age  and  understanding  of  the  child,  the  greater  the  number  of  books 
read,  means  a  greater  and  a. constant  development  of  power  in  the  pupil, 
an  ability  to  find  out  for  himself  the  beautiful  in  the  world  about  him, 
•the  heavens  above  him,  and  in  his  fellow-creatures.  And,  above  all,  he 
can  skillfully  use  the  key  which  can  unlock  every  door  which  leads  to 
right  living  and  a  successful  ending. 


ANALYTIC  AND  SYNTHETIC  READING  METHOD. 

(Copyrighted,  19 12.) 

By  Frank  S.  Fox, 

President  of  the  Capitol  College  of  Oratory  and  Music,  Columbus,  Ohio. 

Pupils  at  first  enter  the  school  to  learn  to  read,  having  accom- 
plished this  they  then  read  to  learn;  or  in  fact  to  educate  themselves. 
Education  is  drawing  out  the  mind  powers.  To  educate,  it  is  necessary 
to  feed  the  mind.  As  the  seed  in  the  ground  must  have  proper  food  put 
into  it,  so  it  will  develop  and  draw  out  more  seed ;  so  the  elements  of  the 
mind  must  be  fed  so  they  will  grow  and  produce  more  mind.  The  feed- 
ing process  of  the  mind  is  Reading.  You  may  classify  the  food  as  litera- 
ture, science,  mathematics,  history,  language,  nature  study  or  what  you 
will  but  in  the  final  analysis  it  is  Reading. 

Since  mental  life  and  growth  depend  on  reading  and  its  twin,  think- 
ing, it  is  important  that  the  feeding  process,  reading,  shall  be  the  best. 
For  this  reason  the  best  reading  ability  possible  should  be  developed. 
Pupils  should  have  positive  instruction  in  Methods  of  study  and  practice, 
so  as  to  attain  a  high  degree  of  intellectual  reading  power. 


FOR    THE    ELEMENTARY    SCHOOLS    OF"  OHIO.  ,      27 

Proper  reading  instruction  and  practice  carefully  drilled  into  the 
pupil's  habits  of  study  will  develop  rapid  as  well  as  accurate  and  re- 
tentive reading  power.  The  present  methods  of  reading  require  alto- 
gether too  much  time  scanning  the  page  to  get  what  is  there  and  thus 
the  pupil  has  no  time  left  for  thinking,  and  digesting.  These  latter  are 
necessary  for  education  and  are  conducive  to  mind  growth. 

Nearly  all  pupils  give  more  than  enough  time  to  the  page  to  get  per- 
fect lessons;  the  trouble  is  they  have  no  positive,  concentrated  method 
of  procedure.  After  the  pupil  ljias  once  learned  the  art  of  how  to  read, 
from  one  to  two  minutes  ought  to  put  the  thoughts  of  any  ordinary  well 
written  page  of  history,  literature,  civics,  pedagogy,  psychology,  etc., 
into  the  mind. 

This  method  of  reading  when  once  mastered  will  bring  this  result. 
No  artisan  tolerates  such  haphazard  methods  of  learning  a  trade  as 
are  now  used  in  some  schools  for  studying  a  lesson. 

It  is  not  less  in  courses  of  study  we  need  so  much  to  relieve  the 
pupils,  as  it  is  better  training  in  "How  to  Study." 

The  suggestions  in  this  article  have,  been  successfully  used  by  the 
writer  in  his  teaching  in  the  country  district  school,  the  academy,  the 
college,  the  theological  seminary,  and  the  special  school. 

METHOD. 

To  be  a  good  gatherer  of  thought  from  the  book  the  Reader  must 
have  his  observation  trained  to  see  accurately  at  a  single  glance  a  lan- 
guage unit.  This  language  unit  is  a  Thought  Sentence,  that  is,  a  word 
or  group  of  words  conveying  a  single  thought. 

This  Thought  Sentence  has  at  least  one  word  in  it  which  is  of  more 
importance  than  any  other  word. 

When,  expressed  orally  this  word  or  words  always  receive  the  Em- 
phasis.    It  is  called  the  emphatic  word. 

The  following  familiar  poem  by  William  Christopher  Sayrs  entitled 
"Papa's  coming,"  will  illustrate  the  principle : 

He  swung  on  the  gate  |  and  looked  down  the  street  j 
Awaiting   the   sound  |  of  familiar    feet  | 
Then  suddenly  |  came  to  the  sweet  child's  eyes  | 
The  marvelous  glory  |  of  morning  skies  | 
For  a  manly  form  |  with  a  steady  stride  | 
Drew  near  to  the  gate  |  that  opened  wide  \ 
As  the  boy  sprang   forward  |  and  joyously  cried  ( 
"Papa's   Coming."  \ 

The  wasted  face  |  of  a  little  child  | 
Looked  out  at  the  window  |  with  eyes  made  wild  j 
By  the  ghostly  shades  1    in  the  failing  light  | 
And  the  glimpse  \  of  a  drunk  man  |  in  the  night  \ 


28  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

Cursing  |  and  reeling  |  from  side  to  side  | 
The  poor  boy  |  trembling  |  and  trying  to   hide  \ 
Clung  to  his  Mother's  skirts  |  and  sighed  \ 
"Papa's  Coming."  \ 

The  Author's  reason  for  writing  this  poem  is  to  present  to  the 
reader  two  pictures  in  sharp  contrast.  To  do  this  the  words  must  be 
grouped  around  the  emphatic  or  monumental  word  in  such  a  way  as  to 
carry  the  lines  of  contrast  through  the  two  stanzas  so  that  each  suc- 
cessive emphatic  word  will  add  a  new  consistent  important  element  to 
the  picture.  In  the  first  stanza  the  words  that  paint  the  picture  of  the 
boy  directly  are  "swung,"  "looked,"  "awaiting,"  "sweet,"  "sprang,"  "joy- 
ously," "Papa's  Coming."  Those  of  primary  importance  in  painting  the 
picture  of  the  man  are  "manly"  and  "steady."  The  words  of  secondary- 
importance  in  giving  background  and  tone  to  the  picture  as  a  whole  are 
"familiar,"  "suddenly,"  "marvelous,"  "morning,"  "near,"  "wide."  The 
word  grouping  for  each  of  these  emphatic  words  is  shown  in  the  poem 
by  the  perpendicular  lines.     * 

In  good,  rapid  reading  the  mind  must  be  trained  to  make  these 
groupings,  at  once  accurately  and  without  hesitation,  and  the  eye  must 
be  trained  to  see  them  instantly,  and  in  their  entirety.  There  can  be  no 
good,  rapid,  accurate  reading,  either  silently  or  orally  without  this  mental 
and  visual  education. 

In  the  second  stanza  the  Thought  Sentence  and  emphatic  words 
are  those  which  will  produce  a  picture  in  striking  contrast  with  the  one 
to  which  the  first  stanza  points. 

The  Thought  Sentences  are  indicated  by  the  perpendicular  lines. 
The  emphatic  words  of  primary  importance  which  bring  out  the  picture 
of  the  helpless  child  are  "wasted,"  "little,"  "wild,"  "poor,"  "trembling," 
"Papa's  Coming."  Those  of  primary  importance  which  paint  the  man's 
picture  are  "drunk,"  "cursing,"  "reeling,"  and  "side  to  side."  The  words 
of  secondary  importance  which  give  background  and  detail  to  the  pic- 
ture are  "window,"  "wild,"  "ghostly,"  "failing,"  "glimpse,"  and  "night." 

The  words  primary  and  secondary  will  suggest  that  all  emphatic 
words  are  not  of  equal  importance  and  so  they  are  not  and  the  reader 
then  must  not  treat  them  of  like  importance.  If  the  reading  is  silent 
the  emphasis  is  a  mental  impulse;  if  oral  it  is  a  vocal  contrast.  Since 
the  emphatic  words  are  not  of  equal  importance  it  must  follow  that  the 
Thought  Sentences  are  not  of  the  same  grade.  Here  the  contrast  i£ 
made  by  mental  discrimination,  if  the  reading  is  silent;  and  by  modula- 
tion and  stress,  if  the  reading  is  oral. 

To  illustrate  the  principle  further  take  these  familiar  lines  from 
Longfellow's  poem  "The  Day  is  Done." 


FOR    THE   ELEMENTARY    SCHOOLS    OF   OHIO.  29 

The  day  is  done  |  and  the  darkness  | 
Falls  from  the  wings  of  night  | 
As   a  feather  is   wafted   downward  | 
From  an  eagle  in  its  flight  | 

I   see  the  lights  of  the  village 
Gleam  |  through  the  rain  |  and  the   mist  \ 
And  a  feeling  of  sadness  comes  o'er  me  | 
That  my  soul  can  not  resist,  i 

A   feeling  of  sadness  |  and  longing  \ 

That  is  not  akin'\  to   pain  \ 

And  resembles  sorrow  only  | 

As  the  mist  |  resembles  the  rain.  \ 

There  are  only  three  distinct  thoughts  in  these  three  stanzas.  They 
are  "time,"  "weather,"  and  the  "man's  condition."  The  time  is  night 
as  expressed  by  the  phrase,  "the  day  is  done ;"  and  weather  as  suggested 
by  "rain"  and  "mist,"  and  his  feelings  as  told  by  "sadness."  All  the 
rest  are  auxiliary;  that  is,  they  help  to  augment  these  three  thoughts. 

The  minor  emphatic  words  are  "darkness,"  "falls,"  "feather," 
"eagle,"  "lights,"  "gleams."  They  help  to  emphasize  the  thought 
"night."  There  are  no  auxiliary  words  describing  the  weather.  The 
auxiliary  words  describing  his  feeling  are  "can-not-resist,"  "longing," 
"not-akin,"  "pain,"  "sorrow,"  "mist,"  "rain."  The  perpendicular  lines 
show  the  divisions  into  Thought  Sentences.  In  order  to  read  and  get 
the  thought  accurately  it  is  necessary  to  make  these  word  groupings 
correctly. 

We  speak  of  the  "Thread  of  Thought,"  of"  "Line  of  Thought."  In 
other  words  we  mean  the  author  has  a  story  to  tell  and  he  uses  the  words 
of  the  composition  to  tell  that  story.  To  read  his  story  one  must  be 
able  to  travel  the  writer's  mental  road;  and  travel  it  accurately.  If  the 
reader  is  unable  to  travel  this  mental  road  he  is  not  able  to  read  the  pro- 
duction. 

This  mental  road  is  marked  by  the  monumental  words,  or  emphatic 
words.  These  emphatic  words  with  their  auxiliary  words  constitute 
divisions  on  this  mental  road. 

This  division  I  have  called  a  "Thought  Sentence,"  and  this  Thought 
Sentence  must  be  seen  at  a  single,  quick  glance.  This  Thought  Sentence 
is  sometimes  called  an  "oratorical  word,"  because  this  group  of  words 
is  used  to  express  a  thought. 

You  can  not  be  a  quick  accurate  reader  unless  you  can  see  the  group 
of  words  which  constitute  the  Thought  Sentence,  quickly  and  accurately. 
It  is  just  as  easy  to  educate  yourself  to  do  this  as  it  is  to  educate  your- 
self to  see  a  word  with  several  syllables. 

For  example  your  eye  takes  in  at  a  glance  the  word  "disinterested- 
ness."    Now  this  word  is  larger  than  the  Thought  Sentence  "The  day 


30  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

is  done."  Also  the  Thought  Sentence  "and  the  darkness"  is  just  as 
large  as  the  word  "geographically."  The  word  you  see  as  a  complete 
picture;  why  not  the  Thought  Sentence?  It  is  a  matter  of  education, 
that  is  all. 

Pupils  should  be  trained  in  reading  to  use  this  larger  vision.  This 
will  lead  to  accuracy  and  a  larger  capacity  for  work;  and  by  the  time 
they  reach  the  High  School  they  can  get  the  Thought  of  the  text  by  a 
single  reading  of  the  lesson;  and  will  then  have  some  time  left  to  think 
it  over. 

OBSERVATION. 

First : 

The  usual  way  of  expressing  thoughts  is  affirmatively.  When  we  want 
to  speak  negatively  the  words  of  negation  "no",  "not",  "neither",  "nor", 
etc.,  are  used.  These  words  are  then  as  a  rule  always  emphatic  and  are 
joined  to  the  word  or  words  they  modify  thus  constituting  the  emphatic 
part  of  the  Thought  Sentence. 

Second : 

Advance  Reading  cannot  be  taught  in  its  entirety,  say  from  the 
Fourth  Grade  up,  unless  the  teacher  understands  some  rhetoric.  Fig- 
ures of  Speech  are  used  to  express  more  accurately  and  positively  the 
thought  and  hence  they  are  important  factors  in  determining  the^  word 
groupings  for  the  thought  sentence.  The  figures  of  speech  that  most 
frequently  affect  grouping  are  simile,  metaphor,  personification  and  cli- 
max. 

PAUSES. 

Pauses  in  reading  or  speaking  are  addressed  to  the  ear  of  the  auditor. 
They  are  for  the  purpose  of  making  clear  and  impressive  the  thought. 
These  pauses  are  determined  by  the  Thought  Sentence  and  the  emotions ; 
not  by  the  punctuation  marks.  The  comma,  semicolon,  colon  and  period, 
mark  grammatical  divisions  in  the  composition;  and  the  dash,  interro- 
gation point,  and  exclamation  point  determine  the  emotion  and  inflect- 
ions; and  the  underscore,  and  quotation  marks  show  emphasis.  It#  is 
true  that  many  pauses  are  made  where  the  grammer  points  are;  but  the 
Thought  Sentence  determines  the  place  of  the  pauses,  the  grammar  points 
do  not.  There  must  be  a  pause  made  after  each  Thought  Sentence,  for 
this  determines  the  word  grouping  for  the  auditor.  These  are  the  pauses 
for  the  thought.  Pauses  for  effect  or  impressiveness  may  occur  almost 
anywhere.  The  judgment  of  the  reader  or  speaker  determines  these. 
They  vary  greatly,  as  does  the  length  of  the  pause.  The  Interrogation  and 
Exclamation  Points  determine  inflection  to  show  the  writer's  meaning  and 
emotions,  as  said  above  and  do  not  mark  lengths  of  pauses.  The  Dash, 
Interrogation,  Exclamation,  Quotation  Marks  and  Underscore  belong  to 
oral  reading. 


FOR   THE   ELEMENTARY   SCHOOLS   OF   OHIO.  31 

SELECTING    LESSONS. 

Lessons  for  the  reading  class  should  be  selected  with  reierence  to 
teaching  a  certain  principle.  I  have  not  found  a  school  book  in  which 
the  lesson  could  be  assigned  one  after  the  other  beginning  with  the  first 
and  do  each  class  justice.  Some  lesson  had  to  be  put  first  in  the  book  but 
this  is  no  reason  for  reading  it  first.  Before  the  lesson  is  read  the  pupils 
should  be  questioned  as  to  the  line  of  thought  to  be  developed,  and  pic- 
tures in  it.     For  example  take  the  following  extract  from  Thanatopsis. 

The  hills  rockribbed   and  ancient   as  the   sun, 

The  vales  stretching  in  pensive  quietness  between 

The  venerable  woods,  rivers  that  move  in  majesty 

The  complaining  brooks,  that  make  the  meadows  green 

And  poured  round  all,  old  oceans,  gray  and  melancholy  waste 

Are  but  the  solemn  decorations  all  of  the  great  tomb  of  man. 

Here  is  a  picture,  complete,  beautiful  and  comprehensive.  It  was 
not  penned  as  a  grammatical  specimen  to  be  parsed.  Nor  are  the  words 
of  so  very  much  importance;  it  is  to  teach  a  great  truth.  If  the  pupil 
does  not  get  the  picture  of  this  great  painting  and  its  import  the  lesson 
is  lost. 

•  TJhe  outline  of  the  picture  is  a  figure  of  speech — a  climax.  The 
steps  of  the  climax  are  the  hills,  the  vales,  the  venerable  woods,  the  rivers, 
the  complaining  brooks,  old  ocean's,  all.  These  steps  are  colored  as  fol- 
lows: The  hills  is  modified,  by,  rockribbed  and  ancient  as  the  sun;  the 
vales,  by  stretching  in  pensive  quietness  between;  the  venerable  woods  is 
not  modified;  the  rivers,  by  that  move  in  majesty;  the  complaining  brooks, 
by  that  make  the  meadows  green,  old  ocean's,  by  gray  and  melancholy 
waste;  and  all  the  preceding  are  modified  by  poured  round  all,  0I4  ocean's 
gray  and  melancholy  waste;  and  these  all  taken  together  comprise,  'fthe 
solemn  decorations  of  the  great  tomb  of  man."  In  short  the  picture 
drawn  is  one  of  the  continents  and  islands  with  their  varied  colors  and 
chiseled  faces,  constituting  the  last  resting  place  of  all  that  is  mortal  of 
man.  This  must  be  grasped  as  a  complete  picture  then  it  will  be  remem- 
bered and  can  be  described.  When  you  look  at  a  great  picture  painting 
you  look  at  it  as  a  whole,  then  it  is  studied  minutely,  or  in  its  parts.  And 
so  you  should  enjoy  the  great  word  paintings  of  literature.  In  reading 
this  great  word  picture  from  Thanatopsis  it  should  be  grasped  first  as  a 
whole  and  then  the  principal  steps  and  their  modifiers  should  be  noted. 

In  reading  it  orally  the  step  divisions  should  be  noted  by  pauses,  their 
progress  as  a  climax  and  the  modifiers  of  the  steps  should  be  pointed  out 
by  modulations.  In  oral  reading  the  noting  of  these  steps  and  their  mod- 
ifiers is  addressed  to  the  ear  of  the  auditor,  in  perusing  they  are  address- 
ed to  the  eye.  A  good  oral  reader  is  a  good  silent  reader,  but  the  reverse 
is  not  always  true.  All  the  vocal  elements  of  oratory  are  necessary 
for  good  oral  reading. 


32 


MANUAL    OF    UNIFORM    COURSE    OF    STUDY 


READING  AS  A   FINE   ART. 


There  is  no  greater  accomplishment  than  to  be  a  fine  reader.  The 
ideal  should  be  oral  reading;  for  in  traveling  to  this  ideal  you  acquire 
every  element  for  perusing  or  silent  reading. 

In  oral  reading  the  whole  of  the  individual's  trinity  life  must  be 
trained;  voice,  body  and  breathing;  intellect,  will,  and  feeling;  mind, 
soul,  and  spirit;  and  also  art,  science,  and  literature.  The  education  of 
the  whole  individual  is  demanded ;  as  well  as  every  kind  of  study  is  re- 
quired. 

What  accomplishment  equals  this?  Yet,  there  are  still  a  few  so- 
called  educators  who  depreciate  the  idea  of  emphasizing  oral  reading  as 
a  Fine  Art. 

Then  there  is  its  place  by  the  fireside  and  community  gatherings. 
Good  readers  in  the  home  promote  home  life.  It  is  even  as  important 
as  music,  if  not  of  greater.  Music  appeals  to  the  emotional  life  almost 
entirely ;  while  reading  appeals  to  the  intellectual  volitional  and  emotional, 
if  it  is  used  in  its  entirety.  Only  a  few  seem  to  be  able  to  use  music 
acceptably,  while  almost  every  one  can  be  a  good  reader.  And  thus 
every  life  in  the  home  is  touched.  Bishop  Simpson  says  reading  has 
twenty  times  more  use  than  music.  To  get  the  best  results  in  training 
for  good  reading,  if  you  do  not  begin  till  the  Fourth,  or  Fifth  Grade 
you  must  go  slow. 

The  Writer  when  teaching  in  the  district  school  began  in  the  Fifth 
Grade.  The  first  poem  we  used  was  Longfellow's  classic,  The  Village 
Blacksmith.  Two  weeks  with  a  lesson  a  day  were  spent  in  finding  the 
Thought  Sentences,  and  the  Thought  Monuments;  and  then  drilling  on 
the  emphasis,  pauses,  modulations,  inflections,  etc.,  and  grasping  the 
pictures  which  the  poet  artist  has  drawn  in  the  poem.  And  when  we 
left  it  the  eight  boys  who  constituted  the  class  would  revert  again  and 
again  during  the  term  to  this  poem.     They  enjoyed  the  poem. 

What  can  be  done  with  this  selection  can  be  done  with  other  litera- 
ture. The  Village  Blacksmith  is  in  fact  quite  a  perfect  production. 
It  has  an  introduction,  a  discussion,  and  a  conclusion.  It  begins  with 
the  physical  and  ends  with  the  metaphysical.  It  begins  with  the  con- 
crete and  ends  with  the  abstract.  The  following  is  its  analysis.  The 
Thought  Sentence  divisions  are  indicated  by  the  perpendicular  lines  and 
the  Monumental  or  emphatic  words  by  the  italics. 

The  introduction  is, 

"Under  the   spreading  chestnut   tree, 

The  village  smithy  stands  | 
The  smith"  \ 

The  important  pictures  in  the  introduction  are  suggested  by  the 
words  "smithy"  and  "smith".  The  former  is  the  shop  and  your  fancy 
can  paint  this  as  you  may  wish.     The  latter  is  the  man  and  this  is  the 


FOR    THE    ELEMENTARY    SCHOOLS    OF   OHIO.  33 

subject  for  discussion  and  the  poet  paints  this  picture  for  you.  The 
first  line  of  thought  describing  the  man,  is  that  of  physical  strength,  the 
following  being  used  by  the  poet  artist  to  paint  the  picture  for  you. 

"a  mighty  man  is  he  | 
With  large  |  and  sinewy  hands  | 
And  the  muscles  of  his  brawny  arms 
Are  strong  |  as  iron  bands."  | 

"Mighty",  "large",  "sinewy",  "strong"  and  "iron"  are  the  monumen- 
tal words  denoting  strength.  Note  that  "strong"  which  is  a  weak  word 
is  built  up  as  it  were  with  the  simile  "as  iron  bands."  This  is  the  author's 
evidence  that  strong  is  preferred  to  brawny  as  the  monumental   word. 

The  line  of  thought  now  changes  from  physical  strength  to  physical 
appearance.     The  section  is, 

"His  hair  is  crisp  |  and  black  |  and  long  \ 
His  face  is  |  like  the  tan  \ 

Here  "crisp"  needs  attention.  It  means  curled;  that  is,  the  Man 
had  long,  black,  curly  hair. 

In  the  next  line  "brown"  is  a  weak  word  understood  after  "is." 
Were  it  there  the  simile,  "like  the  tan",  would  modify  it  but  since  it  is 
not  there  the  simile  modifies  face,  giving  to  us  a  more  accurate  picture. 

The  line  of  thought  now  changes  to  the  metaphysical  life  of  the 
man.  The  author  discusses  his  character,  beginning  with  his  honesty. 
The  words  used  are 

"His  brow  is  wet  with  honest  sweat  | 

He  earns  whate'er  he  can  | 
And  he  looks  the  whole  world  in  the  face  | 

For  he  owes  not  any  man  \  " 

In  this  line  of  thought  "whate'er"  is  the  weakest  monumental  word. 
Notice  also  that  "whole  world",  and  "not  any"  are  phrases  comprising 
the  monumental  words.  Where  there  is  a  phrase  two  or  more  words 
used  and  the  phrase  means  what  a  single  word  would  mean  and  that 
single  word  would  be  the  monumental  word,  then  the  phrase  is  the 
monumental  word.  In  the  above  phrases  "all"  could  be  used  instead 
"whole  world"  and  "no"  instead  of  "not  any". 

Again  the  line  of  thought  changes,  the  character  of  the  man  is  de- 
scribed with  reference  to  his  industry.  The  words  used  for  this  de- 
scription are 

"Week  in,  week  out,  from  morn  till  night 

You  can  hear  his  bellows  blow  | 
You  can  hear  him  swing  his  heavy  sledge,  | 

With  measured   beat  |  and  slow  \ 
Like  a  sexton  ringing  the  village  bell  | 
When  the   evening  sun  is  low."  | 

s.  c.  —  3. 


34 


MANUAL    OF    UNIFORM    COURSE    OF    STUDY 


The  first  monumental  word  in  this  line  of  description  is 
"Week  in,  week  out,  from  morn  till  night," 

The  idea  is  that  he  labors  during  all  the  working  hours,  that  he  is 
not  a  loafer;  and  these  words  mean  constantly,  or  continuously  and 
since  this  word  would  be  the  monumental  word  the  whole  line  is  em- 
phatic. The  next  monumental,  "swing,"  is  a  figure  of  speech,  it  is  a 
trope. 

This  is  poetry;  and  he  is  the  best  poet  who  is  the  best  suggester. 
Next  the  poet  proceeds  to  tell  how  he  swings  the  sledge,  with  "measured" 
and  "slow"  beat.  But  these  words  would  not  bring  out  the  picture  very 
forcibly  so  the  poet  uses  another  simile 

"Like  a  sexton  ringing  the  village  bell," 

at  a  certain  time,  "when  the  evening  sun  is  low." 

He  borrows  his  figure  from  the  colonial  times  when  there  were  very 
few  timepieces  and  so  the  bell  was  used  to  tell  time  as  well  as  announce 
certain  news;  such  as  a  fire,  a  child  lost,  a  wedding,  a  death,  a  funeral, 
time  to  go  to  bed,  time  to  get  up  in  the  morning,  time  to  quit  work, 
"when  the  evening  sun  is  low."  These  were  all  told  to  the  people  by  a 
certain  kind  of  ringing  of  the  bell.  And  so  the  sexton  was  an  important 
personage. 

The  line  of  thought  now  changes  and  the  poet  gives  the  reader  a 
picture  of  the  "smith's"  social  standing  as  estimated  by  the  children  of 
the  community  who  are  often  the  best  of  judges. 

The  words  used  are: 

"And  the  children  |  coming  home  from  school 

Look  in  at  the  open  door  | 
They  love  to  see  the  flaming  forge  | 

And  hear  the  bellows  roar  \ 
And  catch  the  burning  sparks  that  fly  \ 

Like  chaff  from  the  threshing  floor." 

Here  is  confidence  in  a  good  man ;  the  children  may  well  be  trusted 
in  his  presence.  A  man  honest,  industrious,  no  profanity,  no  smutty 
stories,  no  lout.  When  it  was  more  dangerous  for  children  to  be  away 
from  home  than  now,  and  their  going  and  coming  had  to  be  watched 
closely,  and  the  last  admonition  of  the  teacher  was  "Children  go  straight 
home,"  because  men  were  not  as  much  to  be  trusted  as  now,  and  there 
were  dangerous  prowlers,  and  great  forests  in  which  to  get  lost,  it  was 
necessary  to  know  just  where  the  children  were,  hence  they  heard  "Go 
straight  to  school"  and  "Go  straight  home."  But  Longfellow  intimates 
that  the  children  were  accorded  here  a  special  privilege,  because  the  man 
was  trusted  and  the  children  liked  to  see  him  work.  The  first  monu- 
mental word  is  "love" ;  it  shows  the  children's  attitude.  The  next  monu- 
mental word  is  "roar" ;  and  the  next  monumental  word  is  "fly."    This  is 


FOR   THE   ELEMENTARY    SCHOOLS   OF  OHIO.  35 

a  weak  word,  it  is  not  accurate  enough  for  the  poet's  picture  so  he  builds 
a  simile  on  it,  "Like  chaff  from  the  threshing  floor."  The  children  do 
not  try  to  catch  the  sparks  that  are  hot  and  heavy,  that  drop  near  the 
anvil  and  would  burn;  but  those  sparks  that  fly  to  the  uttermost  parts 
of  the  shop.  The  poet  sees  his  simile  in  the  old  threshing  floor;  when 
the  grain  was  knocked  off  the  stalk  with  flails  or  tramped  off;  and  there 
were  no  fanning  mills ;  and  so  the  farmer  had  to  wait  till  the  wind  blew 
strong  through  the  barn  and  the  chaff  would  be  blown  far  away  from 
the  grain,  when  with  shovel  the  farmer  tossed  grain  and  chaff  togethei 
high  into  the  air.     A  beautiful  and'  instructive  picture. 

The  thread  of  thought  now  describes  his  religious  life,  and  the 
language  used  is 

"He  goes  on  Sunday  to  the  church  \ 

And  sits  amongst  his  boys  |  • 
He  hears   the   parson  pray  |  and  preach  \ 

He  hears  his  daughter's  voice  | 
Singing  in  the  village  choir  \ 

And  it  makes  his  heart  rejoice.  \ 

The  monumental  word  "church"  shows  where  he  spent  part  of  the 
Sabbath  to  develop  his  eternal  life.  He  was  not  a  street  corner  loafer 
nor  lazy  Sunday  morning  lounger.  "Amongst"  shows  he  was  interested 
in  others  besides  himself.  Instead  of  taking  his  place  in  the  "amen  cor- 
ner" as  was  done  in  those  early  days  by  most  of  the  religious  leaders  he 
still  was  interested  in  the  boys.  Not  necessarily  the  boys  alone  of  his 
immediate  family,  but  rather  the  boys  of  the  community  who  visited  him 
at  the  smithy.  "Pray"  and  "preach"  show  he  was  attentive  to  the  ef- 
forts of  the  parson,  which  attention  is  a  cardinal  virtue.  "Parson"  is 
not  a  monumental  word  because  that  is  implied  in  the  word  "church." 
"Daughter's"  and  "choir"  tell  us  he  was  attentive  to  this  part  of  the 
service  also.  The  author  here  shows  us  that  a  good  man's  family  is 
honored,  for  it  was  an  honor  to  sing  in  the  choir. 

We  are  now  given  a  glimpse  of  his  sympathetic  life  as  shown  by 
the  lines  of  the  poem: 

"And  it  makes  his  heart  rejoice.  \ 

"It  sounds  to  him  like  his  Mother's  voice  | 

Singing  in  Paradise  \ 

He  needs  must  think  of  her  once  more  \ 

How  in  the  grave  she  lies  | 

And  with  his  hard,  rough  hand 

He  wipes  a  tear  from  out  his  eyes."  | 

"Rejoice"  shows  he  has  a  fatherly  feeling  for  his  daughter's  success, 
and  that  she  resembles  her  Mother.  "Sounds"  is  the  next  monumental 
word  as  indicated  by  the  simile  "like  her  Mother's  voice."     The  monu- 


36 


MANUAL    OF    UNIFORM    COURSE    OF    STUDY 


mental  word  "Paradise"  tells  the  reader  that  the  Mother  was  a  good 
Mother  and  that  she  has  been  called  to  her  heavenly  reward.  "Once 
more"  means  again  which  would  be  the  monumental  word  and  so  "once 
more"  is  the  emphatic  word.  He  has  thought  of  the  wife  and  Mother 
many  times  since  he  put  her  in  the  "grave" ;  but  on  hearing  the  daughter 
sing  he  is  reminded  of  her  again.  The  next  emphatic  word  is  "tear" 
this  shows  a  beautiful  lingering  sympathy  for  his  life  companion  who 
has  left  him  all  too  soon.  "Hard"  and  "rough"  are  already  implied  in 
the  picture  of  the  man  and  need  not  be  given  prominence  here.  This 
ends  the  discussional  division  of  the  poem.  The  next  part  is  the  con- 
clusion, or  summing  up  of  the  picture  parts. 

Toiling  \  rejoicing  \  sorrowing 

Onward  through  life  he  goes  | 
Each  morning  sees  some  task  begun  \ 

Each   evening  sees   its  close  \ 
Something  attempted  |  something  done  \ 

Has  earned  a  night's  repose. 

This  conclusion  is  not  as  complete  as  if  it  were  an  argumentative 
discourse.  It  deals  only  with  his  industry  and  then  with  his  sympathetic 
life,  and  omits  all  the  other  lines  of  thought.  The  monumental  words 
summing  up  his  industrious  life  are  "toiling,"  "onward,"  "begin," 
"close,"  "attempted,"  "done."  His  sympathetic  life  is  in  the  monumental 
words  "rejoicing,"  "sorrowing."  "Night's"  suggests  a  reward.  The 
rest  of  the  poem  is  an  addendum.  A  good  lesson  has  been  taught;  the 
reader  has  been  benefited  by  a  study  of  the  work  and  life  of  the  smith. 
It  is  quite  befitting  that  the  recipient  should  show  gratefulness  for  the 
help  bestowed. 

Thanks  |  thanks  to  thee  my  worthy  friend  | 

For  the  lesson  thou  hast  taught  | 
Thus  at  the  flaming  forge  of  life  \ 

Our  fortunes  must  be  wrought  | 
Thus  on  its  sounding  anvil  shaped  \ 
Each  burning  deed  |  each  thought  \ 

Thus  the  poem  has  been  completed;  the  smith's  worth  has  been  set 
forth ;  the  picture  has  been  painted ;  the  lesson  has  been  taught ;  the  story 
has  been  told ;  and  the  readers  will  be  benefited.  Blessings  on  our  great 
poet! 

LANGUAGE. 

By  Miss  Lillie  A.  Faris. 

The  Standard  Publishing  Co.,  Cincinnati,  O. 

Language  in  the  elementary  school,  more  especially  in  the  first 
two  years,  is  so  closely  related  to  all  other  subjects  as  to  become  a  part 


FOR    THE    ELEMENTARY    SCHOOLS    OF   OHIO.  37 

of  each  period.  No  lesson  in  any  line  of  work  can  be  given  without  be- 
coming a  lesson  in  language.  It,  therefore,  behooves  the  teacher  in  these 
early  years- to  be  careful  in  the  choice  of  sentences.  At  all  times,  in  the 
presence  of  children,  the  teacher  should  use  clear,  concise  and  elegant 
English. 

The  Wise  Man  has  said,  "Words  fitly  spoken  are  as  apples  of  gold 
in  pictures  of  silver." 

Dr.  Hinsdale  gives  this  beautiful  thought,  "The  artist  in  words  is 
the  greatest  of  all  artists." 

Dr.  Rurick  N.  Roark  adds  his  tribute  to  the  study  of  English  when 
he  says,  "Drill  in  fluent  correct  and  refined  English  should  begin  for  each 
pupil  the  day  he  enters  school  and  should  be  the  last  thing  done  for  him 
when  he  leaves  the  university." 

If  all  thoughts,  however,  of  great  writers,  save  one,  were  to  be 
eliminated  from  our  minds  in  connection  with  the  treatment  of  language, 
we  would  perhaps  be  constrained  to  cling  to  the  sentiment  of  Cooley 
when  he  says,  "To  keep  close  to  the  heart  of  a  child,  and  to  encourage 
the  expression  of  his  own  vital  thoughts  and  feelings  is  real  language 
teaching." 

Our  teaching  of  language  to-day  is  weaker  than  that  of  any  other 
study,  and  if  we  teachers  would  keep  before  us  this  thought  ot  Dr.  Cool- 
ey's,  surely  greater  success  would  crown  our  efforts. 

There  is  perhaps  no  one  single  element  that  has  so  much  to  do  with 
the  refinement  of  English  as  that  of  literature.  And  so,  through  this 
simple  course  outlined  for  the  first  four  grades  in  school,  we  are  cor- 
relating the  language  and  literature  and  nature  study,  —  one  Is  a  com- 
plement of  the  others,  —  neither  complete  in  itself. 

There  are  two  aims  for  the  teacher  to  keep  in  view.  First,  she 
must  seek  to  enlarge  and  enrich  the  child's  thought-power.  Secondly, 
to  beautify  and  refine  his  language.  Every  word  added  to  the  vocabu- 
lary in  the  teaching  of  reading,  every  thought  which  a  sentence  imparts 
is  of  the  greatest  importance  in  the  treatment  of  this  subject.  Every 
word  spoken  in  the  hearing  of  children  tends  to  uplift  or  degrade.  Then 
how  careful  must  the  teacher  be  in  her  own  choice  of  words ! 

OUTLINE    FOR   FIRST    YEAR. 

Of  the  mechanical  work  here,  little  need  be  said,  as  it  will  all  be 
devoleped  in  connection  with  the  work  in  reading;  the  punctuation,  cap- 
italization, etc.,  will  be  taught  as  necessity  demands. 

A  teacher,  in  writing  simple  sentences  upon  the  board  tor  the  chil- 
dren's reading,  will  of  "course  always  begin  these  sentences  with  a  capital 
and  close  with  the  proper  punctuation.  Much  depends  here  on  the 
teacher's  carefulness  as  it  will  react  in  the  child.  If  the  teacher  in  a 
careless  manner  writes  sentences  upon  the  board  omitting  the  punctua- 


38  MANUAL   OF    UNIFORM    COURSE   OF    STUDY 

tion,  it  follows  as  certain  as  the  night  the  day  that  what  written  work 
is  required  of  the  child  will  come  without  the  necessary  punctuation. 
All  necessary  mechanics  may  be  taught  in  connection  with  reading. 

When,  for  instance,  in  reading  the  sentence  is,  "This  is  John's 
sled",  the  child  sees  for  the  first  time  the  word  "John's".  Then  it  is 
that  the  teacher  should  take  time  to  explain  what  the  apostrophe  and  s 
mean.  Then  it  should  be  used  in  connection  with  the  names  of  the 
children  in  the  room  and  practical  application  of  it  should  be  made  until 
there  be  no  doubt  as  to  the  children's  understanding  its  meaning. 

Mechanical  Work :  Teach  the  use  of  the  capital  as  the  beginning  of 
the  first  line  of  every  sentence,  its  use  in  the  beginning  of  proper  names ; 
the  period,  the  comma  in  its  simplest  use,  the  interrogation  point,  quota- 
tion marks,  the  apostrophe  in  its  use  of  an  omitted  letter  such  as  would 
naturally  come  in  the  child's  vocabulary  in  the  words  don't,  hav'n't,  can't, 
etc.,  etc.  By  the  end  of  the  first  year,  then,  the  child  should  be  able 
to  master  all  the  words  used  in  the  ordinary  first  reader;  that  is,  he 
should  be  able  to  read  intelligently  this  first  reader  and  any  number  of 
supplemental  readers,  he  should  be  able  to  use  in  oral  and  written  sen- 
tences any  word  of  the  vocabulary  employed  in  this  reader.  This  need 
not  limit  the  teacher  in  any  way  as  to  the  number  of  words  in  the  child's 
vocabulary  because  the  up-to-date  teacher  will  at  all  times  be  using  from 
stories  employed  for  the  season,  certain  words  which  the  child  would 
not  have  gained  from  the  use  of  a  reader,  such  as  the  words,  Pilgrim, 
Mayflower,,  Thanksgiving  and  others  from  the  stories  of  the  Pilgrims; 
Christmas,  Wise-men,  shepherds,  angels  and  others  from  the  stories  of 
Christmas  time,  so  there  is  no  limit  to  be  set. 

As  to  cultural  work,  it  is  necessary  for  the  teacher  to  keep  before 
her  the  Child,  the  Aim,  the  Material  and  the  Method. 

i.  The  Child.  The  child  needs  to  be  kept  in  mind,  because  ex- 
pressions concerning  things  which  come  in  his  own  environment  will 
more  readily  come  to  him  than  those  which  are  foreign  to  this  environ- 
ment. Hence,  a  study  of  the  things  that  he  especially  loves  will  be  of 
the  most  vital  importance.  "I  will  study  the  child  and  he  will  teach 
me  how  to  teach  him." 

II.  The  Aim,  as  already  given  is  to  increase  and  refine  the  child's 
vocabulary  and  to  develop  his  thought-power. 

III.  The  Material  :  Many  and  varied  are  the  sources  of  ma- 
terial for  this  work.  The  seasons,  as  they  come  and  go,  indeed  all 
nature  stands  with  overflowing  hands  offering  abundance  and  all  sorts 
of  material  and  saying,  "Come,  take  what  you  want." 

History  is  resplendent  with  rich  material  for  character-buifding, 
biography  and  stories  that  will  not  only  give  the  child  food  for  thought 
but  will  also  have  its  effect  upon  his  life. 

Literature  abounds  with  the  most  beautiful  in  thought  and  senti- 
ment and  there  is  nothing  that  so  strongly  appeals  to  little  children. 


FOfc   THE   ELEMENTARY   SCHOOLS   OF   OHIO.  SO 

Children  love  beautiful  thought,  hence   from  literature  we  choose  the 
best  in  song,  in  story  and  in  poem. 

IV.    The  Method: 

The  study  of  the  child  will  largely  determine  the  method.  Children 
love  to  talk  and  when  the  teacher  gets  "close  enough  to  the  heart"  to 
introduce  free  and  easy  conversation  with  him  about  the  things  in  which 
he  is  particularly  interested,  she  will  have  opened  wide  the  door  of  this 
cultural  subject. 

We  mention  some  plans  which  bear  the  stamp  of  experience  and 
which  will  help  to  refine  and  increase  the  child's  vocabulary. 

a.  Conversation  lessons :  Talk  with  your  children  about  sea- 
sonable things.  For  instance,  the  day  is  rainy.  Urge  them  to  tell  you 
what  good  the  rain  does;  where  it  comes  from;  help  them  to  under- 
stand the  great  need  for  water  and  that  without  rain  this  need  could  not 
be  met;  get  them  into  the  spirit  of  smiling  instead  of  frowning  at  the 
rain,  and  at  the  close  of  the  conversation  lesson,  lead  to  the  memoriza- 
tion of  such  a  verse  as 

"The   little    raindrops    only   say- 
Pit,  pitter,  patter,  pat, 
When  we  play  on  the  outside 
Why  can't  you  play  on  that?" 

Or  to  the  singing  of  such  a  song  as 

"Two  little  clouds  one  summer  day 
Went  flying  through  the  sky 
They  went  so   fast  they  bumped  their  heads 
And  both  began  to  cry." 

Flowers,  birds,  bees,  animals,  sun,  moon,  stars,  clouds,  anything 
in  the  environment  of  a  child  is  a  fit  subject  for  this  conversation  lesson. 

b.  Stories  for  reproduction :  With  real  little  children,  the  stories 
should  be  simple,  full  of  life,  containing  a  few  sentences,  such  as  the 
story  of  "The  Fox  and  the  Grape,"  "The  Dove  and  the  Ant."  How- 
ever, very  soon,  longer  stories  with  more  detail  may  be  given.  (See 
list  at  close  of  the  grade  work  for  suggested  Story  Books.) 

c.  Memory  gems :  The  selection  of  gems  for  the  school  is  largely 
a  matter  of  individual  taste  of  the  teacher.  Some  of  these  may  have 
moral  tendency,  such  as  the  golden  rule  and 

"Children,  do  you  love  each   other. 
Are  you  always  kind  and  true, 
Do  you  always  do  to  others, 
As  you'd  have -them  do  to   you?"  jj 


40  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

"If  you're  fretted  and  cross. 
And  quite  at  a  loss 
To  really  know  what  is  worth  while, 
Find  somebody  who 
Is   worse  off  than   you, 
And   see   if  you   can't  make  him   smile." 

Or  they  may  contain  some  thought  of  the  time  and  season :  as 
short  thanksgiving  selections  and  Christmas,  or  it  may  be  something 
from  nature  that  will  create  wonder  in  the  child's  mind  as, 

"There  is   a  silvery  moon,   a-floating,  floating  up   so  high 
There  is  a  fairy  crew  a-boating,  boating  in  the  sky." 

or 

"Tell  me,  sunny  golden  rod, 
Growing    everywhere 
Did    fairies    come    from    fairy-land 
And  make  the  dress  you  wear?" 

During  the  year  it  is  well  for  the  children  to  commit  some  one  or 
more  beautiful  poems  from  Robert  Louis  Stevenson,  from  Field,  Long- 
fellow or  from  any  of  the  classics  that  one  may  choose. 

d.  Blackboard  sentences:  These  may  be  written  by  the  child  as 
any  new  word  is  added  to  his  vocabulary.  Any  blackboard  lesson  ar- 
ranged in  simple  sentences  from  the  stories  which  the  teacher  has  told 
or  from  any  connection  with  the  Nature  Study  or  Agriculture  which 
she  may  be  giving.  Sometimes  these  sentences  are  composed  by  the 
children  themselves ;  sometimes  by  the  teacher,  but  always  they  should 
be  read  and  whenever  possible  copied  by  the  children. 

e.  Imaginary  pictures :  Have  children  close  eyes,  give  some  bright 
bit  of  description,  either  in  poem  or  prose,  have  them  open  eyes  and  tell 
what  they  "saw." 

f .  Dreams :  Have  children  lay  heads  on  desks,  close  eyes  and 
dream,  wake  up  and  tell  dreams. 

g.  Pantomime  expressing  true  thought:  Tell  a  short  story  or 
read  a  short  poem  and  have  children  impersonate  the  characters  of  it 
and  in  pantomime  the  thought  of  the  selection. 

h.  Study  of  pictures:  Oral  description  of  pictures  which  are 
placed  in  the  school-room  or  which  may  be  handed  to  the  child  just  be- 
fore recitation  period. 

i.  Dramatization  of  stories:  Stories  may  be  either  short  or  long; 
let  the  children  impersonate  the  people  or  objects  and  express  the 
thought  of  the  stories  by  words  and  actions  also.  Stories  of  animals  or 
inanimate  objects  may  be  given  in  this  way  and  children  love  to  imper- 
sonate them. 

j.     Politeness:  Play  games  representing  children  talking  to  their  eld- 


FOR   THE    ELEMENTARY    SCHOOLS    OF   OHIO.  41 

crs,  asking  and  answering  questions,  calling  for  telephone  connection  games 
for  correcting  such  expressions  as  "haint  got."  Teacher  proposes  play- 
ing a  new  game  today.  Call  the  game  "I  have  none  or  I  hav'n't  any," 
or  the  "game  of  borrow  and  lend"  and  open  the  game  by  saying,  "Let's 
play  a  little  game  of  borrow  and  lend.  I  am  going  to  ask  you  to  lend 
me  something.  'James>  may  I  have  your  red  coat?'  "  And  James'  cor- 
rect reply  is,  "I  have  no  red  coat."  Other  games  correcting  misused 
words  may  easily  be  planned  and  the  effect  is  so  much  more  gratifying 
than  is  merely  the  correcting  of  wrongly  used  words.  The  games,  "It  was 
I,"  "Was  it  He?"  etc.,  may  be  used  to  the  same  good  end. 

k.  Birds,  animals,  flowers :  arrange  other  games  in  which  children 
describe  themselves  as  some  particular  kind  of  animals,  bird  or  flower  and 
other  children  guess  their  names.  For  instance,  a  child  says,  "I  am  a 
big  bird,  my  feathers  are  brown,  I  have  great  round  eyes,  I  fly  out  at 
night."  By  this  time  every  child  in  the  room  will  be  ready  to  answer, 
"Owl"  and  the  one  that  is  called  first  and  answers  correctly  is  the  one 
to  stand  up  and  picture  himself  as  some  kind  of  a  bird  or  animal.       • 

A  Term's  Work:  Aside  from  the  plans  here  given  there  is  af- 
forded by  each  season  its  own  particular  line  of  thought-development. 
In  the  fall  of  the  year,  the  study  of  Indian  life  naturally  comes  in  order 
that  the  teacher  may  show  to  pupils  the  condition  of  our  country,  and 
the  people  inhabiting  it  when  discovered  by  Columbus  (which  subject 
suggests  our  study  for  October),  and  later,  when  settled  by  the  Pilgrims 
(this  in  turn  suggests  our  language  study  for  November). 

For  Indian  study  there  is  nothing  that  equals  the  Song  of  Hiawatha, 
however  not  all  of  it  is  usable,  and  not  all  is  needed.  It  remains  for 
the  teacher  to  use  her  judgment  in  adapting  such  parts  as  meet  her 
pupils'  needs.  As  a  usual  thing,  the  study  includes  all  thought  through 
the  childhood  and  up  to  the  time  when  Iagoo,  after  Hiawatha  has  killed 
the  deer  says,  "Hiawatha,  you  are  a  man  now." 

Children  love  Indian  lore  and  for  that  reason  studies  and  stories 
which  will  come  in  connection  with  the  Song  of  Hiawatha  will  not  only 
add  to  the  great  store  of  thought  but  will  also  help  in  the  expression  of 
the  same.  Nature  stories  as  "How  the  Robin  Got  Its  Red-breast",  "How 
the  Beaver  Got  Fire  From  the  Pines",  "How  the  Wood-pecker  Got  His 
Red  Head",  and  "The  Gift  of  Corn",  (this  last  story  and  others  of  like 
character  may  easily  be  turned  into  splendid  lessons  on  agriculture), 
will  afford  material  for  language  work  for  many  days.  Fairy  tales,  myths, 
legends  should  be  used  in  order  to  cultivate  the  child's  imagination; 
history  stories,  such  as  "Little  People  of  Other  Lands",  the  stories  of 
Pilgrims  and  of  the  Indians  will  be  the  most  beneficial  when  he  comes 
to  study  real  history  and  geography. 

In  the  treatment  of  all  our  language  work,  let  us  keep  this  thought 
before  us,  that  there  is  no  expression  without  impression.  Let  us 
remember  this,  in  the  giving  all  our  work  to  the  little  people  of  the  first 


42 


MANUAL    OF    UNIFORM    COURSE   OF    STUDY 


grade,  that  we  are  to  enlarge  and  refine  the  child's  vocabulary  and  thus 
to  beautify  his  language. 

Suggested  Books. 

Sarah  Cone  Bryant's  "How  To  Tell  Stories  to  Children." 

Sarah  Cone  Bryant's  "Stories  To  Tell  to  Children." 

"Stories  in  Season." 

"Fifty  Famous  Stories  Retold." 

Laura  E.  Richards'  "The  Pig  Brother." 

Longfellow's  "Hiawatha." 

Whittier's  "Child  Life." 

Kate  Douglas  Wiggins'  "Story  Hour." 

Lansing's   "Fairy  Tales." 

"Hiawatha  Primer." 

"Seven  Little  Sisters." 

"Around  the  World."     Book  I. 

Lovejoy's  "Nature  in  Verse." 

Suggested  Poems  for  the  First  Year. 

"Wynken,  Blynken  and  Nod",  Eugene  Field. 
"My  Shadow",  Robert  Louis  Stevenson. 
"The  Children's  Hour",  Longfellow. 

SECOND   GRADE. 

The  outline  here  is  only  an  extension  of  first  grade  work  and  all 
plans  there  used  may  be  emphasized  and  extended  in  this  grade.  More 
of  the  formal  needs  to  be  added  here,  the  stories  for  reproduction  may 
be  longer,  and  some  of  this  may  be  done  in  writing.  This  work  is  also 
correlated  with  Nature  study,  with  agriculture,  with  literature  and  vlien- 
ever  one  of  these  lessons  is  given,  the  reproduction  of  it  in  oral  or  writ- 
ten language  will  prove  to  the  teacher  whether  the  impressions  made 
have  been  the  right  ones  or  not. 

a.  Formal  work:  Writing  of  sentences  from  dictation.  These 
should  be  based,  of  course,  on  words  in  the  child's  vocabulary. 

b.  Teach  the  capital  letter  in  all  its  uses,  names  of  persons,  places, 
people,  cities,  towns,  days  of  the  week,  months,  first  lines  of  poems,  etc. ; 
all  the  work  in  punctuation  from  the  first  grade  reviewed  and  strength- 
ened by  the  teaching  of  the  comma  in  more  of  its  uses,  the  exclamation 
point,  etc.  Teach  here  correct  usage  of  verbs  and  words  frequently  mis- 
used, and  do  some  real  letter  writing.  Abbreviations  of  days  of  the 
week,  months,  Dr.,  Mr.,  Mrs.,  A.  M.,  P.  M.  and  others  as  necessary. 

c.  Dramatization:  Stories  from  the  reader,  or  those  which  are 
told  by  the  teacher  afford  plenty  of  opportunity  for  dramatization  and 
there  is  no  avenue  of  expression  which  delights  and  aids  the  pupils 


FOR   THE   ELEMENTARY   SCHOOLS   OF  OHIO.  43 

more.  Whittier's,  "In  School  Days",  Longfellow's,  "The  Children's 
Hour",  "A  Leak  in  the  Dike",  "The  Little  Sandpiper"  and  "Liberty 
Bell"  and  other  poems  that  are  full  of  life  are  easily  dramatized. 

d.  Pictures:  Wide  use  of  pictures  in  this  grade  to  aid  power  of 
description.  Allow  children  to  occasionally  write  descriptions  of  pic- 
tures and  often  orally  describe  them.  Often  also  read  or  quote  bright 
bits  of  verse  or  description  to  them  and  let  them  imagine  the  picture. 

e.  Stories  containing  the  simpler  words  of  the  child's  vocabulary 
should  be  reproduced  in  writing. 

f.  Watch  the  language  of  the  playground  in  order  to  correct  all 
misused  words. 

g.  Short  memory  gems  appropriate  to  the  season  or  the  day  may 
be  given  frequently  and  many  beautiful  poems  read  and  a  few  of  these 
memorized  during  the  year. 

The   following  are  all  splendid   for  this  grade: 

"How  Do  Robins  Build  Their  Nests." 

"The  First  Snowfall." 

"The  Bare-foot  Boy." 

"The  Children's  Hour." 

"Out  to  Old  Aunt  Mary's." 

"In  School  Days." 

"Fawn-footed  Nannie." 

"Jack  Frost." 

"Caterpillar." 

"Little  Boy  Blue." 

Suggested  Books  for  the  Teacher. 

Those  mentioned  in  first  year. 

"The  Pig  Brother,"  by  Laura  E.  Richards. 

"Our  Country  in  Poem  and  Prose." 

"Black  Beauty." 

"The  Strike  at  Shane's." 

"In  Mythland." 

"Around  the  World,"  Book  2. 

"Robinson  Crusoe." 

"The  Tree  Dwellers" 

"The  Cliff  Dwellers." 

"Early  Cave  Men." 

"How  Plants  Grow." 

"Short  Stories  of  Our  Shy  Neighbors." 

THIRD  GRADE  WORK. 

The  work  in  this  grade  also  will  be  correlated  with  that  of  other 
studies  and  will  be  a  continuation  of  that  done  in  the  first  and  second 


44  MANUAL   OF    UNIFORM    COURSE   OF    STUDY 

grades.  Different  material  as  to  subject  should  be  given  but  the  same 
general  aim  kept  in  mind — that  of  directing  and  aiding  the  child's 
thought-power  in  its  development  and  helping  him  to  gain  easy  control 
of  expressive  and  refined  English. 

a.  The  reproduction  stories  continued :  While  much  written  work 
may  be  asked  for  in  this  grade,  it  is  not  best  to  require  too  much  of  it. 
The  teacher  should  devote  just  as  much  time  as  is  possible  to  the  oral 
expression,  hence  the  oral  reproduction  and  dramatization  of  stories 
should  be  encouraged.  All  lines  of  work  given  in  argriculture,  Nature 
Study,  literature  should  be  discussed  frequently  and  extensively. 

b.  The  memory  gems  here  should  become  just  a  little  bit  more 
closely  related  with  the  child's  developing  thought  and  vocabulary  and 
more  of  them  required.  It  is  a  splendid  plan  here  to  allow  the  child  to 
select  his  own  memory  gems,  for  part  of  the  time  at  least. 

c.  Imagination:  Children  tell  or  write  imaginary  stories.  A 
most  valuable  exercise  for  cultivating  the  imagination  consists  in  using 
an  easy  story  such  as  "Three  Little  Cotton  Tails,"  (or  another  that  the 
children  are  not  familiar  with)  in  the  following  manner:  Teacher  be- 
gin reading  the  story;  read  to  a  keenly  interesting  place;  stop  reading 
and  say,  "Now,  boys  and  girls"  you  may  tell  me  what  you  think  Mother 
Cotton  Tail  did,"  or  "What  do  you  think  Snubby  Nose  was  going  to 
do  ?"  Then  let  the  boys  and  girls  write  the  rest  of  the  story.  This  may 
be  used  repeatedly  without  tiring  the  children. 

d.  Pupils  in  this  grade  should  have  considerable  dictation  exer- 
cises given,  short  sentences  using  words  with  contractions,  and  frequent 
use  of  quotation  marks  so  that  they  may  become  accurate  in  the  applica- 
tion of  these  and  in  the  proper  punctuation.  In  the  formal  drill,  all 
the  punctuation  marks  should  be  reviewed  and  emphasized.  Use  of 
dictionary  introduced. 

e.  All  the  new  words  of  the  lessons  from  day  to  day  should  be 
selected  and  pupils  required  to  write  original  sentences  containing  these 
words. 

f.  Many  short  compositions  or  story-reproductions  should  be  re- 
quired during  the  term.     These  should  deal  with  most  familiar  objects. 

g.  Letter  writing:  Children  should  be  encouraged  to  write  letters 
to  each  other,  to  the  teacher,  to  the  parent,  and  very  careful  attention 
should  be  given  to  neatness  and  form  and  accuracy  of  all  this  work. 
Many  poems  from  the  classics  should  be  studied  in  this  grade,  some  in 
connection  with  Nature  Study,  as  "Telling  the  Bees,"  "The  Barefoot 
Boy,"  etc. ;  some  with  agriculture,  as  Whittier's,  "The  Corn  Song,"  "The 
Huskers"  and  others.  In  this  grade  also  may  be  given  a  delightful  study 
of  Whittier's  classic — "Snow  Bound." 

The  following  poems  should  be  read  during  the  year  and  three  or 
four  choice  ones  memorized. 


FOR   THE   ELEMENTARY    SCHOOLS   OF   OHIO.  45 

'The  Village  Blacksmith." 

"Robert  of  Lincoln." 

"Liberty  Bell." 

"Barefoot  Boy." 

"The  Pied  Piper  of  Hamelin." 

"The  Leak  in  the  Dike." 

"The  Old,  Old,  Old,  Old  Lady." 

"The  Flag." 

"The  Arrow  and  the  Song." 

"The  Brown  Thrush." 

"Out  to  Old  Aunt  Mary's"  and 

"Little  Brown  Hands." 

Suggested  Books  to  Be  Added  to  the  List  Already  Given. 

Some  of  the  harder  stories  that  may  be  received  forw  this  third 
grade  work  are: 

"Famous  Men  of  Greece." 

"Heidi." 

"Lisbeth  Longfrock." 

"Patsy." 

"White  Patch,"  Angelo  Patri. 

"Ten  Boys,"  Jane  Andrews. 

"Ways  of  Wood  Folk." 

"Friends  and  Helpers." 

"Book  of  Birds." 

"Our  Birds  and  Their  Nestlings." 

"Outdoor  Secrets." 

"Diddie  Dumps  and  Tot." 

"Story  Tell  Lib." 

Otis'  books,  "Ruth  of  Boston,"  etc.,  etc. 

McGovern's  "Nature  Study  and  Literature." 

FOURTH   GRADE. 

Not  many  new  plans  are  to  be  introduced  in  the  fourth  grade  but 
the  work  as  outlined  for  the  first  three  grades  should  be  reviewed 
thoroughly  and  extended  over  new  points  which  the  children  of  the 
fourth  grade  are  well  able  to  understand. 

a.  Punctuation.  Children  in  this  grade  should  be  able  to  meet 
and  understand  almost  all  forms  of  punctuation  and  this  work  should  be 
reviewed  with  them  so  frequently  that  they  will  not  think  of  writing  a 
sentence  without  using  the  proper  punctuation,  and  for  this  purpose  a 
great  deal  of  dictation  work  may  be  given.  Stanzas  of  poems  in  which 
they  are  required  to  capitalize  and  indent  and  punctuate  should  often 
be  given. 


46  MANUAL   OF    UNIFORM    COURSE   OF    STUDY 

b.  Letter  writing  should  be  continued  and  practised  and  much  care 
given  to  margin,  to  punctuation,  paragraphing,  etc.  Up-to-date  letter 
forms  should  be  part  of  the  practice  work  of  this  grade. 

c.  Memory  work  here  should  be  continued  and  some  of  the  class- 
ics should  be  the  basis  of  the  study  of  work  in  literature  and  quotations 
from  these  largely  used  throughout  the  grade.  Children  in  this  grade  are 
particularly  fond  of  poems,  such  as  Whittier's  "Telling  the  Bees", 
"Corn  Song",  "The  Huskers",  "Horatius  at  the  Bridge",  "Sheridan's 
Ride",  The  Ride  of  Paul  Revere",  "Barbara  Frietche",  and  "Snow 
Bound".  These  are  so  beautiful  and  helpful  in  the  cultivation  of  good 
English  and  they  should  find  place  in  this  grade. 

d.  Formal  work.  As  to  this,  any  good  elementary  book  in  lan- 
guage may  be  used  as  a  guide.  Children  should  know  all  the  different 
forms  of  verbs,  nouns,  pronouns,  etc.,  that  appear  in  their  readers.  They 
should  be  taught  the  parts  of  speech,  the  noun,  pronoun,  adjective,  verb, 
etc.  They  should  also  be  taught  to  use  rightly  the  singular  and  plural 
verbs  and  the  use  of  the  personal  pronoun.  Much  attention  should  be 
given  here  to  the  correction  of  wrongly  uitd  pronouns.  "Between  you 
and  I"  is  one  of  the  common  expressions  of  the  day  and  children  in  the 
Fourth  grade  should  be  so  thoroughly  drilled  in  the  correct  use  of  these 
words  that  it  will  become  second  nature  to  them.  Another  error  quite 
as  gross  as  the  one  mentioned  is  the  expression  so  commonly  used,  "He 
don't",  "She  don't".  Elsewhere  has  been  mentioned  the  need  of  show- 
ing children  the  use  of  the  apostrophe  in  contractions.  In  order  to  avoid 
such  errors  as  this,  it  is  necessary  for  them  to  know  just  what  words 
have  been  contracted.  "Don't"  is  the  contraction  for  "do  not"  and  if 
we  but  show  the  children  the  correct  words  to  use  with  "do  not",  much 
time  will  be  gained  for  them,  and  much  bungling  of  English  be  eliminat- 
ed. 

e.  In  this  grade  the  common  errors  of  the  school-groana  should  be 
corrected,  e.  g.,  "aint",  "done"  for  "did",  "have  did"  for  "have  done" 
"seen  for  saw",  etc.,  etc. 

f.  Abbreviation  taught  as  necessary. 

g.  Written  reproduction  of  stories,  also  short  compositions  on 
familiar  subjects. 

h.  Oral  reproductions  and  dramatization  of  stories.  The  question 
of  encouraging  oral  expression  must  not  be  dwarfed  in  this  grade  by 
requiring  too  much  written  work.  Quite  a  little  attention  must  be  of 
course  given  to  form,  but  we  must  needs  look  to  the  thought  of  help- 
ing the  children  to  express  themselves  freely  on  any  subject  with  which 
they  are  familiar.  Thus,  a  good  exercise  for  the  day  would  be  to  men- 
tion some  topics  of  local  or  national  interest  and  through  the  medium 
of  conversation  urge  the  children  to  give  their  thoughts  concerning  the 
subject  mentioned. 


FOR   THE   ELEMENTARY   SCHOOLS   OF   OHIO.  47 

LANGUAGE  AND  GRAMMAR. 

FIFTH,    SIXTH,    SEVENTH    AND    EIGHTH    YEARS, 

By  J.  L.  Clifton,  Columbus,  0. 

The  most  important  factor  in  the  growth  of  language  power  is  im- 
itation.    The  environment  of  the  child  has  a  great  influence  in  the  choice 
of  the  language  used  by  the  child;  therefore  it  is  necessary  for  the  chil- 
dren to  hear  the  best  possible  language  in  the  school  room.     All  lan- 
guage teachers  agree  that  the  fifth  and  sixth  grade  work  should  be  con- 
fined to  the  multiplication  of  ideas,  free  thought  and  power  of  express- 
ion, oral  and  written.     Formal  grammar  should  be  studied  in  the  seventh 
and  eighth  grades,  but  useless  old  distinctions  and  classifications  should 
be  given  but  slight  attention.     The  end  in  view  in  the  study  of  English 
is,  by  the  use  of  good  models,  to  stimulate  a  natural  choice  of  correct 
words,  and  to  understand  the  fundamental  principles  that  are  necessary 
in  all  composition.     In  the  first  four  years  of  the  "Suggestive*  Outline 
for   Language   Work"   are   found   repeated   suggestions   concerning  the 
necessity  of  developing  language  power  by  the  child's  practice  in  the 
use  of  oral  expression.     This  should  be  continued  in  the  fifth  and  sixth 
years  work.     Encourage  the  children  to  relate  their  experiences  in  see- 
ing, hearing,  doing  and  thinking,  and  do  not  consider  the  recitation  a 
failure  because  the  children  have   done  almost  all  the  talking.       The 
teacher   is   a  great   factor  in   the  results   obtained.     When  the   teacher 
speaks  correctly  and  habitually  uses  good  language,  the  children  gain  a 
great  advantage  by  imitation.     Most  language  books  have  pictures,  that 
appeal  to  the  life  and  experiences  of  the  child.     The  teacher  must  be 
the  guiding  hand  and  the  results  of  the  picture  lesson  depend  on  the 
ability  of  the  teacher.     As  the  work  progresses,  more  written  work  is 
expected  and  required,  but  the  oral  expression  must  not  be  slighted. 
During  the  fifth  and  sixth  years  the  study  of  troublesome  words  and 
idioms  should  be  encouraged.     Model  words  and  sentences  should  be 
chosen  and  repeated  until  the  children  are  able  to  use  correctly  in  sen- 
tences such  words  as,  "shall",  "will",  "lie",  "lay",  "he",  "him",  "I",  "is", 
"are",  etc.     Guessing  must  not  be  tolerated  or  all  good  results  will  be 
lost.     The  ability  to  correct  mistakes  in  composition  is  the  final  test  of 
the  child's  knowledge  of  the  subject.     Letter  writing  is  encouraged  in 
all  language  books  and  while  correct  natural  expression  is  the  most  es- 
sential, a  knowledge  of  the  mechanical  elements  is  necessary.     These  ele- 
ments,  such   as   punctuation,   capitalization   and   abbreviations,   are   not' 
most  readily  learned  by  rules  and  special  illustrations,  but  practice,  under 
the  careful  guidance  of  the  teacher  is  necessary. 


48  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

FIFTH    YEAR. 

Plan:     ist.      Observation   lessons. 

2nd.     Picture  studies   (Offer  additional  pictures  from  the  ones 

in  the  language  books). 
3rd.     Study  stories  and  poems. 
4th.     Study  Invitations,   Notes   and  Letters. 

Remember:  "Language  and  Literature  must  be  correlated  for  best 
results." 

The  mechanical  study  may  be  classified: 
ist.      Capitalization,    Punctuation   and   Abbreviation. 
2nd.     The  Sentence  —  its  simple  elements ;  modifiers ;  classification 
of  sentences. 

3rd.     Parts  of  speech;  illustrate  in  sentences. 

Observation  lessons : 

Choose  subjects  for  oral  and  written  recitations,  such  as  "The  Cat", 
"The  Dog",  "My  Father's  House",  "The  Cow".  Note  for  oral  ex- 
ercises :  the  name  words  or %  nouns ;  the  sentences  that  relate  facts ; 
the  sentences  that  ask  questions.  (The  teacher  should  direct  the  reci- 
tation in  such  a  way  that  only  one  child  talk  at  a  time,  and  that  all  are 
listening;  also  attempt  to  have  several  anxious  to  relate  their  stories.) 

Trees,  fruit,  berries,  houses,  woods,  fields,  hills,  streams  and  squir- 
rels or  other  subjects  that  are  appropriate  for  oral  and  written  lessons. 
(The  children  should  be  constantly  impressed  with  the  fact  that  they 
are  expected  and  required  to  express  themselves  in  sentences.  In  oral 
recitations  discourage  the  constant  use  of  "and.") 

Na».jire  poems  may  be  written  from  dictation  or  copied. 

"Down  in  a  greei  art!  shady  bed 

A  modest  violet  grew; 
Its   stalk  was   bent,   it  hung   its   head, 
As  if  to  hide  from  view." 

Picture  studies: 

At  least  six  pictures  should  be  studied.  The  class  should  not  be 
given  more  than  one  picture  study  for  a  recitation.  Require  the  chil- 
dren to  have  a  foundation  in  the  picture  for  each  statement  they  make 
concerning  it.  Encourage  the  development  of  the  story  expressed  in 
the  picture.  Usually  the  "child  is  able  to  apply  the  picture  to  his  own 
experience. 

Teach  in  connection  with  picture  studies,  the  proper  way  to  indicate 
abbreviations,  and  the  correct  use  of  capitals. 

These  studies  should  be  continued  at  intervals  through-out  the  fifth 
year. 


FOR    THE   ELEMENTARY    SCHOOLS    OF   OHIO.  49 

Stories  and  Poems: 

"Great,   wide,   beautiful,   wonderful   world, 
With  the  wonderful  water  round  you  curled, 
And  the  wonderful  grass  upon  your  breast, 
World,  you  are  beautifully  drest. 

The  wonderful  air  is   over  me, 
And  the  wonderful  wind  is  shaking  the  tree, — 
It   walks   on   the   waters,   and   whirls   the  mills, 
And  talks  to  itself  on  the  tops  of  the  hills. 

You   friendly  earth,  how   far  do  you  go 

With  the  wheat-fields  that  nod  and  the  rivers  that  flow, 

With  cities,  and  gardens,  and  cliffs,  and  isles, 

And  people  upon  you  for  thousands  of  miles? 

Ah,  you  are  so  great,  and  I  am  so  small, 

I  tremble  to  think  of  you,  World,  at  all; 

And  yet,  when   I   said   my  prayers,   today, 

A  whisper  inside  me  seemed  to   say, 

"You  are  more  than  the  earth,  though  you  are  such  a  dot; 

You  can  love  and  think  and  the  earth  cannot." 

This  poem  is  a  model  for  study. 

The  teacher  should  require  the  class  to  answer  questions  suggest- 
ed by  the  poem.  The  following  poems  may  also  be  studied  the  same 
way: 

"The  Sword  of  Bunker  Hill",  by  William  R.  Wallace. 

"A  Life  Lesson",  by  James  W.  Riley. 

"The  Arrow  and  the  Song",  by  Henry  W.  Longfellow. 

"The  Cloud",  by  Percy  B.  Shelley. 

"Jack  Frost",  by  Hannah  F.  Gould. 

As  these  poems  are  studied,  simple  sentences  and  easy  parts  of 
speech  may  be  noted. 

Notice  the  use  of  punctuation  marks  and  require  the  children  to 
recognize  each  mark  and  know  its  functions. 

INVITATIONS,   NOTES  AND  LETTERS. 

Follow  the  outline  for  letter- writing  given  in  your  text-book.  Short 
invitations  may  be  written  by  the  teacher  for  models.  Imitation  in 
writing  notes  and  letters  is  necessary  in  order  that  the  children  acquire 
the  correct  ideas  and  forms  at  once.  Skill  and  accuracy  are  easily  de- 
veloped under  the  careful  guidance  of  the  skillful  teacher. 

Note:  The  teacher  should  study  the  outline  for  the  fifth  year  and  apply 
these  suggestions  in  the  order  given  by  the  text  in  use.  The  intention  of  these 
suggestions  is  simply  to  point  out  the  fundamentals  to  be  taught  during  this 
year. 

S.  €.  —  4. 


50  MANUAL   OF    UNIFORM    COURSE   OF    STUDY 

SIXTH  YEAR. 

The  plan  outlined  in  the  fifth  year  should  be  followed.  Each  topic 
should  be  given  thorough  consideration.  Observation  lessons  must  be 
more  intense  and  practical,  bringing  out  the  best  expression  from  the 
teacher  and  pupils.  The  tendency  is  to  have  too  many  written  lessons. 
The  children  enjoy  oral  expression  and  while  such  work  is  more  taxing 
on  the  teacher,  for  best  results  this  oral  work  must  be  continued.  The 
teacher  must  not  harangue  the  children  by  superflous  criticisms  but  by 
example,  teach  correct  English.  During  the  entire  period  of  the  "Ob- 
servation Lessons"  the  teacher  should  keep  in  mind  the  mechanical  study. 
The  time  spent  in  each  lesson  on  capitalization,  punctuation,  parts-  of 
speech,  etc.,  must  be  brief.  Never  allow  this  period  to  drag  and  keep 
alive  the  spirit  of  the  class. 

Additional  topics  for  oral  and  written  composition  are :  "Saturday," 
"Sunday,"  "The  Base  Ball  Game,"  "Fourth  of  July,"  and  other  kindred 
subjects  suitable  to  the  community.  Allow  the  children  free  expression 
and  do  not  tolerate  a  dry,  prosaic,  style,  as  such  work  is  unnatural  and 
destructive. 

Frequent  picture  studies  should  be  continued  throughout  the  year, 
conversation  lessons  are  valuable  both  to  the  teacher  and  pupil.  In  the 
study  of  pictures  the  teacher  must  be  active  as  the  child  has  the  per- 
ception and  imagination.  The  skillful  teacher  will  develop  these  talents 
in  the  child  as  they  are  fundamentals  in  the  language  work. 

Poems  and  stories  suggested  in  the  first  four  years  work  may  be 
studied  and  many  memorized. 

The  only  way  to  successfully  teach  a  memory  exercise  is  for  the 
teacher  to  commit  the  poem,  and  by  quoting  it,  stimulate  a  desire  in  the 
children  to  know  the  poem.  The  poems  suggested  in  the  fifth  year's 
work  are  good  samples,  but  the  work  must  not  be  limited  to  these  few 
selections. 

Letter  writing  and  business  forms,  notes  and  invitations,  should  be 
continued,  as  suggested  in  the  fifth  year.  The  teacher  must  expect  the 
children  to  know  the  correct  form  of  all  kinds  of  letters.  Develop  this 
knowledge  a«d  tit*  not  allow  this  part  of  your  work  to  become  mechanical. 

*Note. 

As  suggested  in  the  fifth  year,  the  outline  should  be  applied  in  the 
order  the  lessons  come  in  your  text-book.  The  elementary  teacher  in 
language  should  base  his  work  on  the  text-book  used.  These  suggestions 
point  out  the  principles  that  must  be  mastered  and  the  ends  in  view  as 
the  result  of  fiith  amd  sixth  grade  work. 

SEVENTH  AND  EIGHTH  YEARS. 

Before  beginning  the  study  of  formal  Grammar  the  teacher  should 
review  thoroughly,  the  text-book  to  be  studied.     The  results  of  the 


FOR   THE   ELEMENTARY   SCHOOLS   OF  OHIO.  51 

year's  work  should  be  apparent  to  the  teacher  before  the  work  is  be- 
gun, if  the  best  teaching  is  done.  The  most  important  factor  in  seventh 
and  eighth  grade  work  in  Grammar  is  correct  use  of  language  by  the 
teacher  and  pupil.  Written  thoughts  are  more  nearly  correct  than 
spoken  thoughts ;  therefore  it  is  necessary  for  best  results,  to  have  many 
of  the  lessons  oral  rather  than  written.  The  teacher  must 
realize  that  the  book  is  only  a  guide  and  that  the  teacher  is  the  real  life 
of  the  recitation.  Many  Grammars  are  divided  in  order  that  Orthog- 
raphy and  Etymology  be  taken  up  as  separate  parts,  but  by  following 
the  outline  for  the  fifth  and  sixth  grades,  the  pupils  are  now  ready  to 
study  the  development  of  their  language  by  applications.  Usage  is  the 
only  authority  for  the  rules  of  Grammar;  then,  when  you  understand 
the  usage,  you  appreciate  the  rules.  The  inductive  method  of  develop- 
ment is  necessary  for  best  results,  and  as  before  stated,  the  teacher  must 
be  the  leader.  Men,  women,  and  children  are  judged  by  the  language 
they  speak.  One's  speech  indicates  the  degree  of  his  culture  and  re- 
finement. The  development  of  the  power  to  think  is  a  greater  factor 
than  memory  work.  The  end  in  view  is  to  know  the  difference  between 
correct  and  incorrect  English  and  unless  you  attain  this  end,  you  will 
find  Grammar  dull  and  difficult. 

The  following  outline  may  be  applied  to  any  text-book  in  Grammar. 
To  know  what  to  teach  and  how  to  teach  it,  is  necessary,  therefore  the 
outline  in  Grammar  precedes  the  one  on  composition  but  in  the  discus- 
sion, and  in  practice  the  two  subjects  (Grammar  and  Composition) 
should  be  treated  as  one. 

Grammar. 

A.  The  Sentence. 
i.     Declarative. 

2.  Imperative. 

3.  Interrogative. 

4.  Exclamatory. 

B.  Subject  and  Predicate. 

C.  Parts  of  Speech. 

Nouns,  Pronouns,  Adjectives,  Verbs,  Adverbs,  Prepositions,  Con- 
junctions and  Interjections. 

D.  Phrases  and  Clauses. 

Composition. 

A.  The  Correct  Expression  in  Written  Composition. 

B.  The  Paragraph. 

C.  The  Sentence. 

D.  Words  of  the  Sentence. 

E.  Narration  and  Description. 

F.  Style. 

A.    The  Sentence. 


52  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

The  classification  of  the  sentence  has  been  taught  in  previous  years 
(fifth  and  sixth),  therefore  it  is  only  necessary  to  give  additional  work 
in  this  study  by  using  more  difficult  sentences.  Do  not  get  mechanical 
in  this  study,  but  keep  life  and  spirit  in  the  work. 

Take  your  model  sentences  from  the  works  of  the  best  speakers  and 
writers.  The  class  should  always  note  the  choice  of  words  in  these  sen- 
tences.    Two  models  are  here  suggested: 

"I  shot  an  arrow  into  the  air, 
It  fell  to  earth  I  knew  not  where: 
For,  so  swiftly  it  flew,  the  sight 
Could    not    follow    it    in    its    flight." 

— Longfellow. 

"Here  on  this  beach  a  hundred  years  ago, 
Three  children  of  three  houses,  Annie  Lee, 
The   prettiest   little  damsel  of   the   port, 
And  Phillip  Ray,  the  miller's  only  son, 
And  Enoch  Arden,  a  rough  sailor's  lad 
Made  orphan  by  a  winter's  ship-wreck,  played." 

— Tennyson. 

B.     Subject  and  Predicate. 

Develop  the  idea  of  what  the  subject  is,  and  also  the  predicate.  Do 
not  require  your  class  to  commit  the  set  rules,  but  remember  always 
the  application.  Have  several  sentences  as  models  and  soon  all  the 
pupils  of  the  class  are  able  to  distinguish  the  subjects  from  the  predicate, 
even  in  complex  sentences. 

Parts  of  Speech. 

In  the  seventh  year  the  fundamental  office  of  each  part  of  speech 
should  be  mastered,  also  its  relation  to  other  parts  of  speech,  leaving 
only  a  growth  in  this  study  for  the  eighth  year.  There  is  no  worthy 
txcuse  for  not  knowing  the  ordinary  usage  of  all  words  in  sentences, 
at  the  completion  of  the  seventh  year.  Then  the  teacher  must  increase 
and  encourage  the  pupils  work  along  the  line  during  the  eighth  year. 

The  introduction  of  long  and  detailed  outlines  of  the  parts  of  speech 
has  a  tendency  to  confuse  rather  than  help  the  conception  of  the  parts  of 
speech. 

Conjugation  of  verbs  is  necessary,  but  only  by  development.  Me- 
chanical memory  work  must  be  avoided.  The  skillful  teacher  is  able 
to  have  parsing  exercises  that  are  beneficial  to  the  pupils,  but  long  weary 
recitations  on  parsing  must  not  be  tolerated.  Cramming  pupils  or  teach- 
ers with  the  technicalities  and  rules  of  Grammar,  that  they  may  be  able 
to  pass  the  pupil's  or  teacher's  examination,  means  destruction  to  their 
growth  of  language  power.  They  should  be  better  prepared  for  the 
examination  if  they  avoid  this  cramming  process,  and  they  would  Be 
if  the  examination  were  pedagogical.     The  value  and  importance  of  in- 


FOR   THE    ELEMENTARY    SCHOOLS    OF   OHIO.  53 

finitives  and  participles  are  shown  by  their  constant  use  by  the  best 
speakers  and  writers.  Model  sentences  should  again  be  used,  and  in 
this  way  the  infinitives  and  participles  cease  to  be  "stumbling  blocks" 
to  the  pupil's  progress,  but  a  decided  addition  to  their  power  of  expres- 
sion. The  Orthography  of  Grammar  must  be  a  part  of  every  lesson, 
and  the  teacher  should  constantly  keep  in  mind  that  correct  spelling  is  as 
important  as  correct  expression.  Capitalization,  punctuation  and  all  the 
other  fundamentals  of  Orthography  are  acquired  best  by  critical  ap- 
plication. 

Note,  therefore,  in  your  teaching,  that  the  end  in  view  in  the  study 
of  language  and  Grammar  is,  power  to  express  your  thoughts  in  the  best 
possible  English  and  a  knowledge  of  the  principles  of  the  English  lan- 
guage. *  » 

UNITED  STATES  HISTORY. 
By  James  T.  Begg,  •Ironton,  Ohio. 

INTRODUCTION. 

The  aim  in  teaching  History  in  the  public  schools  should  not  be  so 
much  a  memorizing  of  facts  and  figures  but  a  study  of  the  character 
of  the  civilization  in  which  the  event  occurred  and  of  the  people  that 
caused  it  to  occur.  Observe  the  causes  that  led  up  to  this  particular 
event  and  the  results  that  followed  it.  Compare  the  event  studied  and 
its  surrounding  conditions  and  people,  with  like  conditions  in  the  pres- 
ent; then  make  deductions,  draw  conclusions,  discover  morals,  observe 
mistakes,  emphasize  examples  of  bravery  and  patriotism,  and,  by  so  doing, 
lay  the  proper  foundations  for  good  citizenship,  for,  if  we  fail  to  develop 
good  citizens,  a  strong  citizenship  and  to  infuse  the  coming  generation  with 
a  spirit  of  patriotism,  our  efforts  in  the  teaching  of  U.  S.  History  will 
avail  nothing.  We  must  have  our  pupils  see  that  the  aim  of  the  people 
of  today  has  materially  changed  from  what  it  was  when  the  Puritan 
fathers  landed  in  1620.  Then  they  had  to  combat  nature  in  all  her  weird 
forms  and  only  by  resorting  to  physical  strength  and  warfare  could  this 
be  accomplished.  Hence  the  Indian  Wars,  the  struggle  with  foreign 
countries  and  our  own  Civil  War  when  the  U.  S.  Government  was 
trying  to  free  itself  of  those  bonds  of  slavery  that  had  been  so  tho'tless- 
ly  placed  there  in  Colonial  times  and  had  been  allowed  to  strengthen  until 
they  were  strong  enough  to  menace  the  life  of  the  Nation.  But  now  it 
is  vastly  different,  man  has  virtually  conquered  nature  in  all  her  forms ; 
he  has  made  the  fertile  valleys  bear  rich  harvest ;  the  barren  deserts 
give  forth  their  portion,  cleared  the  trackless  forests,  drained  the 
swamps,  discovered  the  rich  secrets  of  the  hills  and  mountains,  has  pene- 
trated the  most  remote  places  with  his  vast  railroad  systems,  has  taken 
electricity  from  the  air  and  made  it  do  work,  and  has  even  made  the 


54  MANUAL   OF    UNIFORM    COURSE   OF    STUDY 

old  saying  "A  Bee  Line"  an  actual  condition  in  Aerial  navigation.  In 
short  he  has  multiplied  thousands  of  times  the  complexity  of  society 
in  the  relation  of  man  to  his  fellowman  so  that  no  longer  are  we  to  con- 
sider wars  of  conquest  and  extension  but  rather  we  are  confronted  with 
the  mighty  problems  of  government  in  all  its  phases,  with  the  relations 
between  capital  and  labor,  the  control  of  corporate  wealth,  the  care  of 
the  Nation's  unfortunate,  how  to  feed  and  provide  for  our  rapidly  in- 
creasing population,  etc.,  etc.,  ad  infinitum. 

To  do  all  this  is  the  stupendous  task  of  tne  public  school  teacher 
and  to  lay  the  proper  foundation  for  this  it  appeals  to  us,  that  there  is 
but  one  way  and  that  is  to  begin  when  the  child  first  enters  school  to 
read  and  tell  to  him  the  best  stories  of  the  accomplishments  of  the  mak- 
ers of  history ;  to  teach  poems  that  inculcate  lessons  of  patriotism  and  true 
citizenship;  teach  him  to  read  only  the  best  that  is  written  in  history. 
With  that  aim  in  view  the  following  outline  with  suggestive  references  is 
given  in  such  a  way  we  hope,  that  not  only  the  city  and  village  school 
may  find  something  of  value  but  also  the  rural  school  may  find  it  of 
service  in  selecting  material. 

Directions  to  teachers.  Whenever  any  event  is  being  studied  such 
as  Washington  and  his  campaigns  in  the  Revolution,  have  the  children 
make  a  map  of  the  country  and  show  the  part  affected.  Geography  both 
physical  and  political  should  be  carried  along  with  the  history.  Many 
references  have  been  given  that  will  not  be  accessible  to  all  schools  but 
some  of  them  can  be  had  in  every  school.  Start  your  history  library 
by  purchasing  a  few  books  other  than  the  regular  school  text  book. 
Some  of  the  best  ever  written  on  the  various  subjects  have  been  given. 
In  teaching  the  history  stories  in  the  first  two  classes  advantage  may  be 
taken  of  the  story  period  in  the  morning,  the  reading  lesson,  the  language 
lesson,  or  the  Geography.  Have  the  pupils  reproduce  the  story  both 
orally  and  in  writing.  Fasten  a  few  of  the  fundamental  facts  of  eaci 
event.  Details  of  battles  have  been  eliminated  and  more  biography, 
social,  economic  and  political  history  put  in.  The  work  has  been  so 
divided  that  by  closely  following  the  outline  it  will  be  an  easy  task 
to  accomplish  the  work  as  outlined,  in  nine  months  and  in  all  schools 
having  only  the  eight  months  term,  time  can  be  gained  by  giving  less 
attention  to  some  of  the  topics.  When  time  is  short,  details  may  be 
omitted  and  one  cut  off  of  the  review.  Each  teacher  should  look  up 
every  event  and  the  accessible  references  so  that  in  assigning  the  work 
for  the  next  day  she  may  give  the  children  the  references  by  title,  vol., 
number  and  page.  This  will  greatly  assist  the  pupil,  also  conserve  his 
time. 

In  the  first  class  it  may  not  be  advisable  to  use  all  the  stories  refer- 
red to  but  many  just  as  applicable  may  be  substituted.  Those  given  are 
only  to  serve  as  a  guide.  The  teacher  should  have  her  story  carefully 
worked  out  before  giving  it  to  the  pupils. 


FOR  THE  ELEMENTARY   SCHOOLS   OF  OHIO.  55 

The  school  can  well  be  divided  into  three  classes  or  grades,  viz.  the 
primary,  consisting  of  the  first  three  grades;  the  intermediate  consisting 
of  the  fourth  and  fifth  grades,  and  the  grammar  or  book  grades  contain- 
ing the  sixth,  seventh,  and  eighth  grades. 

The  history  taught  to  the  first  and  second  classes  must  necessarily . 
be  by  story  and  selected  by  the  teacher,  while  in  the  third  class  use  can 
be  made  of  the  book  and  library.     Some  attention  can  also  be  given  to 
the  library  work  in  the  middle  class. 

It  is  impossible  in  this  outline  to  include  everything  that  might  be 
of  importance  in  the  history  of  U.  S.  but  enough  has  been  suggested  to 
give  the  student  a  good  understanding  of  the  history  of  the  country  and 
its  relation  to  world  history. 

In  the  first  two  classes  Stories  of  Indian  life  to  teach  (a)  manner 
of  living,  (b)  habits  and  customs,  (c)  occupation,  (d)  location,  (e) 
explain  relation  of  conditions  at  formative  period  of  our  country  to  the 
present  times,    (f)   show  advancement  in  civilization,  etc. 

References: — Wigwam  stories  by  Judd,  Story  of  Hiawatha,  lines 
64-235,  Lovewell's  Fight  anonymous,  Fox's  Indian  Primer.  Pocahontas 
by  Eggleston,  Tecumseh — Eggleston,  Conspiracy  of  Pontiac — Parkman, 
Stories  of  our  Country — Johnnot. 

In  Ohio  much  interesting  history  can  be  linked  around  the  stories 
of  the  mound-builders.     Whenever  possible  localize  the  story. 

Celebrations: — These  should  be  observed  by  appropriate  exercises 
in  the  school  so  far  as  possible  by  recitations,  stories,  (both  original  and 
copied)  suitable  songs,  in  order  to  teach  the  patriotism  of  country  and 
humanity,  to  introduce  the  nation's  history,  to  arouse  the  interest  of  the 
pupils  and  to  vary  the  regular  routine  of  school  work. 

Lincoln's  and  Washington's  Birthdays;  References — Like  Wash- 
ington, Beth  Howard,  The  Flag  Salute,  Hurrah  for  the  Flag,  Your 
Flag  and  My  Flag,  Being  Like  Washington — -Gould,  Stories  of  Washing- 
ton and  Lincoln's  Boyhood,  President,  Revolutionary  War,  and  Civil 
War  Stories,  Lincoln  and  Young  Birds,  Lincoln  Carries  a  Little  Girl's 
Trunk  to  the  Station,  Rescue  of  a  Pig,  How  Lincoln  Paid  for  Life  of 
Washington. 

Sayings  and  Maxims  of  Lincoln. 

Broken  eggs  cannot  be  mended. 

All  that  I  am  or  hope  to  be,  I  owe  to  my  angel  mother. 
God  must  have  liked  the  Common  People  or  he  would  not  have 
made  so  many  of  them. 

How  Betsy  Ross  Made  the  Flag. 

Poems: — There  are  many  Flags  in  many  Lands,  America,  Co- 
lumbus, Battle  Hymn  of  the  Republic,  Song  of  Marion's  Men,  Bunker 


56  MANUAL   OF    UNIFORM    COURSE    OF    STUDY 

Hill,  Taylor's  Star  Spangled  Banner,  The  True  Patriotism,  Never  Give 
Up,  The  Flag  Goes  By— Bennett,  We  Thank  Thee— Margaret  Sangster. 

Appomattox  Day  References: — With  Lee  in  Virginia,  The  Young 
American,  Anti-Slavery  Poems — Whittier,  Little  Shepard  of  Kingdom 
Come — Fox,  Poems  of  American  Patriotism — Matthews,  American  War 
Ballads — Eggleston,  In  War  Times — Holmes,  Two  Little  Confederates — 
Page,  Hospital  Sketches — L.  M.  Alcott,  etc. 

Memorial  Day  and  Fourth  of  July  References : — What  constitutes  a 
State? — Jones,  The  Bivouac  of  the  Dead — O'Hara,  Warren's  Address 
to  American  Soldiers  at  Bunker  Hill — Pierpont,  The  True  Patriotism, 
Stories  of  Great  Americans  for  Little  Americans,  Story  of  the  Thirteen 
Colonies,  Story  of  the  Great  Republic,  Stevens  of  Philadelphia — Otis, 
The  Story  of  our  English  Grandfathers,  Declaration  of  Independence, 
Liberty  Bell,  God  is  Great  and  Good,  Paul  Revere's  Ride,  Gettysburg 
Speech — 'Lincoln,  The  Perfect  Tribute,  Grandfather's  Chair — Haw- 
thorne, Green  Mountain  Boys — Thompson,  Ode  for  the  Fourth  of  July 
— Lowell,  The  Crisis — Churchill,  also  many  that  have  been  suggested 
in  the  other  celebrations  can  be  used. 

Columbus  Day: — Purpose  (a)  Show  difficulties  of  undertaking, 
(b)  Explain  degree  of  civilization,  (c)  Show  limited  amount  of  scientific 
knowledge  at  that  time,  (d)  Introduce  the  American  Indian,  (e)  Lay  the 
foundation  for  the  study  of  Colonial  History. 

References :  —  America,  Columbus  —  Tennyson.  Stories  of  Co- 
lumbus, H.  G.  Reiter;  Hurrah  for  the  Flag — Nesbit;  Beginners  of  a  Na- 
tion— Eggleston;  Voyage  to  Vinland — Ballantyne;  Westward  with  Co- 
lumbus— Gordon  Stables;  Young  Folks  Book  of  American  Explorers — 
Higginson;  Life  of  Columbus — Seelye;  Columbus'  Letter  to  St.  Angel 
— American  History  Leaflet  No.  I,  Fisk's  Discovery  of  America  and 
Adam's  Christopher  Columbus.  -   • 

Thanksgiving  Day: — (a)  Why  observed,  (b)  The  First  Thanksgiv- 
ing Day,  (c)  Pilgrims  in  England,  (d)  Life  in  Holland,  (e)  Crossing 
the  Ocean,  (f)  Arrival  at  Plymouth,  (g)  Building  Homes,  (h)  Making 
Friends  with  the  Indians,  (i)  Method  of  Securing  a  Living,  (j)  Kind 
of  Government. 

References : — The  Story  of  the  First  Thanksgiving — Kate  Wiggins  ; 
Christmas,  The  Birth  of  Christ — Bible;  The  Christ  Child — Andrea 
Hofer;  Story  of  our  English  Grandfathers,  Little  Stories  of  England; 
Landing  of  the  Pilgrims'  Fathers  in  New  England — Mrs  Hemans; 
Standish  of  Standish — Austin;  Why  the  Pilgrims  Left  Holland — Hart; 
The  Compact — Hart;  Life  in  Plymouth — Bradford;  The  Colonies — 
Thwaites. 

Christmas: — (a)  Study  of  the  Story  of  the  Birth  of  Christ,  (b) 
The  Life  of  Joseph  and  Mary,  the  Story  of  the  Hebrew  Nation,  The 
Life  of  Abraham  and  Isaac,  Jacob  and  Esau,  Saul  and  David. 


FOR   THE    ELEMENTARY    SCHOOLS    OF   OHIO.  57 

References: — The  Bible,  Guerber's  Story  of  the  Chosen  People, 
Tales  and  Customs  of  the  Ancient  Hebrews — Herbert.  The  Life  of 
Jesus  of  Nazareth. 

At  other  times  in  the  year  than  at  the  celebrations  teachers  of  the 
second  class  may  profitably  use  the  following  stories: 

Hawthorne's  Wonder  Book;  American  Life  and  Adventure — Eg- 
gleston;  Myths  of  Greece  and  Rome — Guerber;  Greek  Heroes — 
Kingsley;  Mythology — Bulfinch;  Stories  from  Homer — Church;  Greek 
Myths — Hawthorne;  Stories  from  English  History  for  Young  Amer- 
icans— Harper  Brothers  ;  Classic  Myths — Gayley. 

Story  of  the  Colonies  and  Colonial  Life. 

(a)  John  Smith. 

(b)  Pocohontas. 

(c)  Roger  Williams. 

(d)  William   Penn. 

(e)  John  Endicott. 

(f)  John  Carver. 

(g)  Miles  Standish. 
(h)  Governor  Berkley, 
(i)  Bacon's  Rebellion, 
(j)  Slavery  in  Va. 

(k)  Cotton  and  Tobacco  in  the  Colonies. 

(1)  Peter  Stuyvesant. 

(m)  Lord  Calvert. 

(n)  Clayborne. 

(o)  The  Grand  Model 

(p)  The  Great  Law. 

(q)  Story  of  Oglethorpe. 

(r)  Story  of  Evangeline. 

(s)  Story  of  Benjamin  Franklin. 

(t)  Story  of  King  Philip. 

(u)  Story  of  the  Charter  Oak. 

(v)  Story  of  Home  Life. 

(w)  Story  of  Religious  Life. 

(x)  Story  of  School  Life. 

Explorations  and  Discovery. 

Christopher  Columbus — His  home,  his  education,  his  difficulties  in 
securing  help;  the  voyage,  his  discovery.  Story  of  Balboa,  Desoto, 
Ponce. 

Graph  showing  time  to  be  spent  on  each  subject.     6th  Grade. 

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58 


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FOR   THE   ELEMENTARY   SCHOOLS   OF   OHIO.  59 

EUROPEAN  BASIS  OF  AMERICAN  HISTORY. — 6TH   GRADE. 

As  a  proper  background  to  American  History  the  student  should 
know  about  the  following:  (a)  Story  of  the  Crusades,  to  show  the 
beginning  of  commerce  between  Europe  and  Asia,  (b)  Story  of  Richard 
I  of  England,  (c)  Story  of  Norse  Sagas,  (d)  Stories  of  Turkish  In- 
vasion, Marco  Polo,  Sir  John  Mandeville,  Ferdinand  and  Isabella,  Tas- 
canelli,  John  Gutenberg,  Printing,  James  I  of  England  and  Colonization, 
William  and  Mary,  Charles  I  and  Civil  War,  Oliver  Cromwell  and  Civil 
War,  George  III  and  American  Revolution. 

References — For  Teachers. 

West — Modern  History. 

Harding — Mediaeval  and  Modern  History. 

Atkinson — European  Basis  of  American  History. 

Cheney — History  of  England. 

Andrews — History  of  England. 

Larned — History  of   England. 

Robinson — History  of  Western  Europe. 

Christopher  Columbus. 

(a)  Birth  and  boyhood;  Becomes  a  sailor;  Has  a  sea-fight;  Goes 
to  Lisbon. 

(b)  His  plan  for  reaching  the  Indies.  Trys  to  get  help  to  carry 
out  this  plan;  Gets  help. 

(c)  Sails;  First  voyage;  What  happens  on  the  voyage;  Discovers 
land;  His  return  to  Spain. 

(d)  Other  Voyages;  Discovers  continent. 

(e)  Old  age;  Death  and  burial;  Result  of  discovery. 

(f)  Claims  that  Spain  based  on  his  discoveries. 

References'. — Montgomery's  Primary  History;  Eggleston's  "History 
for  Beginners" ;  Abbott's  "Life  of  Columbus" ;  Gordy's  Elementary  His- 
tory; Our  Country's  Story — Tappan;  Elementary  History — Thomas; 
The  World's  Discoverers — Johnson ;  Discovery  of  America, — Fisk  Vol.  I 
Poem — Columbus — Joaquin  Miller;  Famous  Voyagers — Bolton. 

Explorers  and  Discoverers. 
(A)     English. 

(a)  The  Cabots-Discover  the  continent;  voyages  not  followed  up 
but  later  made  the  basis  of  English  claim  to  a  part  of  North  America. 

(b)  Sir  Walter  Raleigh — Sends  ships  to  America;  Two  Amer- 
ican plants  sent  to  Europe;  Makes  a  settlement;  Returns  to  England; 
Loses  Colony. 


60  MANUAL   OF    UNIFORM    COURSE   OF    STUDY 

(c)  Sir  Francis  Drake — Early  life;  Description  of  fleet;  Passage 
of  straits;  Cape  Horn  rounded,  loss  of  vessels,  exploring  west  coast 
of  America;  completion  of  his  voyage  around  the  globe;  infleunce  of 
his  voyage. 

(B)  Spanish. 

(a)  Ponce  De  Leon — Magic  fountain;  Discovers  Florida. 

(b)  Balboa — Discovers  Pacific  Ocean;  Proved  that  America  was 
not  a  part  of  Asia. 

(c)  De  Soto — Discovers  Mississippi  River;  His  death  and  burial. 

(d)  Magellan — Greatest  voyage  up  to  this  time;  Gave  positive 
proof  that  the  earth  is  round;  Changed  the  geographical  ideas  of  the 
time. 

(e)  Vasco  De  Gama  compared  with  Columbus. 

(f)  Cortez — Explorations   and  conquests  in   Mexico. 

(g)  Coronado   and   Cabrillo — Explorers. 

(C)  French. 

(a)  Champlain — Discovers  Lake  Champlain;  Established  the  claim 
of  France  on  the  banks  of  the  St.  Lawrence. 

(b)  Father  Marquette  and  La  Salle — Explore  the  Upper  and  Low- 
er Mississippi,  and  established  the  claim  of  France  to  the  Louisiana 
Territory. 

(D)  Dutch. 

(a)  Henry  Hudson — Discovers  Hudson  Bay  and  Hudson  River; 
Gives  the  Netherlands  a  claim  in  North  America. 

(E)  Portuguese. 

(a)  Americus  Vespucius — Explores  coast  of  South  America  for 
Portugal.     Names   the   country. 

References: — McMaster's  History,  Montgomery's  Primary  History, 
Eggleston's  History  for  Beginners,  Famous  Voyagers — Bolton;  Dis- 
covery of  America— Fisk ;  The  World's  Discoverers — Johnson;  The 
Story  of  Magellan — Butterworth;  The  Conquest  of  Mexico— Prescott ; 
Pioneer  Spaniards  in  South  America — Johnson ;  The  Struggle  for  a  Con- 
tinent— Parkman. 

Colonial  History. 
(A)     New  England  Colonies. 

(a)  Massachussetts— Plymouth ;  Captain  Miles  Standish;  Pil- 
grims; King  Philip's  War;  Salem  Witchcraft. 

(b)  Rhode  Island— Roger  Williams;  Providence;  First  settlement 
to  open  its  doors  to  everyone. 

(c)  Connecticut— Thomas  Hooker;  Windsor;  Pequod  War;  First 
written  constitution. 

(d)  New  Hampshire— Mason  and  Gorges;  Portsmouth. 


FOR   THE    ELEMENTARY    SCHOOLS    OF   OHIO.  61 

(B)  Middle  Colonies. 

(a)  New  York — New  Amsterdam;  Dutch  Governors;  Taken  by 
England;  Name  Changed;  Fur  Trade. 

(b)  Maryland — Lord  Baltimore;  St.  Mary's;  Home  for  Catholics; 
Religious  Liberty  for  all  Christians;  Baltimore  Founded. 

(c)  New  Jersey — Elizabethtown ;  Lord  Berkley  and  Sir  George 
Carteret. 

(d)  Pennsylvania — William  Penn;  Quakers;  Philadelphia  Found- 
ed; Treaty  with  the  Indians. 

(e)  Delaware — Wilmington;  Swedes. 

(f)  Virginia — Jamestown;  Captain  John  Smith;  Cold-water  Cure; 
Starving  Time ;  Bacon's  Rebellion ;  Introduction  of  Slavery ;  House  of 
Burgesses. 

(C)  Southern  Colonies. 

(a)  North  Carolina — Albemarle;  Grand  Model;  John  Locke; 
Population  mostly   indented  servants. 

(b)  South  Carolina — Introduction  of  rice  and  indigo;  Charleston 
founded;  No  bond  servants. 

(c)  Georgia — James  Oglethorpe;  A  home  for  debtors;  No  slaves; 
Manufacture  of  silk  attempted;  Savannah. 

References: — Montgomery's  Primary  History,  Fiske's  "Old  Virginia 
and  her  Neighbors",  Courtship  of  Miles  Standish  by  Longfellow,  Land- 
ing of  the  Pilgrims  by  Hemans,  Richard  of  Jamestown — Otis ;  Calvert  of 
Maryland — Otis ;  Ruth  of  Boston — Otis ;  Stephen  of  Philadelphia — Otis  ; 
William  Penn — Hodges;  The  Struggle  for  a  Continent;  Pananan;  Ele- 
mentary History — Gordy;  Our  Country's  Story — Tappan;  Elementary 
History  of  the  United  States — Thomas ;  French  Pathfinders  in  America 
— Johnson;  Stories  of  the  Thirteen  Colonies — Guerber,  Betty  Alden — 
Austin;  Standish  of  Standish — Austin;  Colonial  Days  in  Old  New 
York — Earle. 

Colonial  Wars. 

(a)   Causes,    (b)   Treaties,   (c)   Results,   (d)   Time,   (e)    Parties  at 
War,  (f)  Part  played  by  Indians, 
i.     King  William's  War. 

2.  Queen  Anne's  War. 

3.  King  George's  War. 

4.  French  and  Indian  War.  (a)  Conflict  between  England  and 
France  for  Territory  in  America,  (b)  Fort  DuQuesne — Braddock  and 
Washington,  (c)  The  Albany  Congress,  (f)  Niagara,  {g)  Quebec, 
(h)  Why  each  of  these  places  were  important,  (i)  Wolf  and  Mont- 
calm. 

Results: — French  lost  hold  on  America;  (b)  England  gets  Florida; 
(c)  Americans  learn  the  art  of  Independent  warfare;  (d)  Had  a  tendency 


62  MANUAL    OF    UNIFORM    COURSE   OF    STUDY 

to  unite  the  colonists;  (e)  Made  possible  the  Revolutionary   War;  (f) 
Confined  the  Indians  to  smaller  areas  of  territory. 

References: — Grandfather's  Chair— Hawthorne ;  Struggle  for  a  Con- 
tinent— Parkman;  The  Virginians — Thackary;  McMaster's  Montgom- 
ery's, Gordy's,  and  Thomas'  Primary  Histories  of  the  United  States ; 
Evangeline — Longfellow;  The  Conquest  of  the  Old  North  West — Bald- 
win; Conspiracy  of  Pontiac — Parkman. 

Great  Men  of  Revolution. 

(a)  George  Washington — Home  life,  Anecdotes  of,  Education,  deeds 
of  heroism,  Commander  in  Chief  of  army,  President  of  Constitutional 
Convention,  First  President  of  the  United  States. 

(b)  Benjamin  Franklin — Home  Life,  Anecdotes  of,  Education,  deeds 
of  heroism,  Member  of  Committee  to  draft  Declaration  of  Independ- 
ence, Secures  aid  from  France,  Bottles  Electricity,  As  a  printer. 

(c)  George  Rogers  Clarke — Home  life,  Anecdotes  of,  Education, 
deeds  of  heroism,  Capture's  Forts  Kaskaskia  and  Vinceenes,  Gains 
country  west  of  Alleghany  mountains  for  United  States. 

(d)  Patrick  Henry — Home  life,  Anecdotes  of,  Education,  deeds  of 
heroism,  Member  of  Legislature  from  Virginia,  Makes  speech  opposing 
taxation  of  colonies. 

(e)  James  Otis — Home  life,  Anecdotes  of,  Education,  Deeds  of 
heroism,  Opposes  writs  of  Assistance,  Sounds  trumpet  of  Revolution, 
Leader  of  Patriots. 

(f)  Samuel  Adams — Home  life,  Anecdotes  of,  Education,  deeds  of 
heroism,  Opposes  Stamp  Act,  Arouses  people  by  patriotic  speeches; 
Signs  Declaration  of  Independence. 

(g)  John  Hancock — Home  life,  Anecdotes  of,  Education,  deeds  of 
heroism,  President  of  Continental  Congress,  Signs  Declaration  of  In- 
dependence, Stirs  the  people  by  speeches,  Great  Leader. 

(h)  Robert  Morris — Home  life,  Anecdotes  of,  Education,  deeds  of 
heroism,  Patriot  Financier,  Signer  of  Declaration  of  Independence  and 
Constitution,  Founded  bank  of  North  America. 

(i)John  Adams — Home  life,  Anecdotes  of,  Education,  deeds  of 
heroism,  Defended  soldiers  connected  with  Boston  Massacre,  Member 
of  First  and  Second  Continental  Congresses,  Member  of  committee  to 
draft  Declaration  of  Independence,  Minister  to  France  and  Holland, 
Signer  of  Treaty  of  Peace  with  Great  Britain. 

(j)  John  Paul  Jones — Home  life,  Anecdotes  of,  Education,  deeds 
of  Heroism,  Assisted  in  founding  our  navy,  Bonhomme  Richard,  Cap- 
ture of  Serapis. 

(k)  Thomas  Jefferson — Home  life,  Anecdotes  of,  Education,  deeds 
of  heroism.  Drafts  Declaration  of  Independence,  etc, 


fcOR  THE   ELEMENTARY   SCHOOLS   OF  Ottt4  63 

References:  Washington — Scudder,  The  Men  who  made  the  Na- 
tion— Sparks,  Benjamin  Franklin — Moore,  Thomas  Jefferson — Merwin, 
Paul  Jones — Hopgood,  Historical  Americans — Brooks,  The  American 
Revolution — Fiske,  How  George  Rogers  Clarke  Won  the  North  West — 
Thwaites,  See  References  to  Colonial  History,  and  Explorers  and  Dis- 
coverers, Washington — Abbott,   Franklin — Abbott. 

• 
Social  Conditions. 

(A)  New  England  Colonies. 

(a)  Characterized  by  thrift,  piety,  and  love  of  liberty;     Town 
meetings;  The  clergy  led  all  public  affairs.     Witchcraft. 

(b)  Some  manufacturing;  Fisheries  profitable. 

(c)  Natural  advantages  to  these  industries. 

(d)  Present  condition  of  these  same  industries. 

(e)  Start  of  the  cities.     Story  of  Indian  experiences. 

(f)  Common  school  in  each  town;  Puritan  simplicity  of  dress, 
manner  and  morals. 

(g)  Very  little  literature;  Religious  writers,  Cotton  and  Increase 
Mather;  John  Cotton;  Roger  Williams. 

(B)  Middle  Colonies. 

(a)  Mixed  population — Dutch;  Quakers;  Clergy  less  prominent. 

(b)  People  engaged  in  agriculture  or  trade. 

(c)  Natural  advantages  to  these  industries. 

(d)  Present  condition  of  these  same  industries. 

(e)  Start  of  the  cities,  Story  of  Indian  experiences. 

(f)  Social  life  less  sober — dances,  husking  bees,  races.     Quaker 
influence  as  strong  as  Puritan  against  Sabbath  breaking. 

(g)  Educational   advantages    fair   even   in   large  towns.     Mixed 
system  of  town  meeting  and  Parish  committee. 

(C)  Southern  Colonies. 

(a)  Planters,  men  of  good  birth  and  excellent  manners;  aristo- 
cratic. 

(b)  Independent   planters. 

(c)  People  engaged  in  agriculture  and  commerce. 

(d)  Natural  advantages  to  these  industries. 

(e)  Present  condition  of  these  same  industries. 

(f)  Start  of  the  cities.     Indian  experiences. 

(g)  No  towns;  few  schools;  Clergy  illiterate;  Parish  Committee 
managed  local  affairs. 

References:  See  Colonial  History,  Great  Men,  and  Industrial  Ev- 
olution of  the  United  States — Wright. 


64  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

Causes  of  Revolutionary  War. 

(A)  Remote  Causes. 

(a)  Settlers  treated  as  inferior  class  of  people. 

(b)  Colonies  to  be  kept  independent. 

(c)  Laws  framed  to  favor  manufacturer  and  merchant  of  Eng- 
land at  expense  of  colonists. 

(d)  American  farmer  compelled  to  send  his  products  to  England 
and  to  buy  his  goods  in  England. 

(e)  Iron  works  denounced  as  nuisance. 

(f)  Effect  of  French  and  Indian  War. 

(B)  Direct  Causes. 

(a)  Passage  of  Stamp  Act. 

(b)  Mutiny  Act. 

(c)  Boston  Massacre. 

(d)  Boston  Tea   Party. 

Results  of  Revolutionary  War. 

(A)  Independence  of  United  States  acknowledged;  Treaty- of  Paris; 
Benjamin  Franklin;  John  Adamis;  Thoma&  Jefferson;  Henry 
Laurens  to  negotiate  treaty. 

(B)  Articles  of  Confederation  inadequate;  Lack  of  Power  (i)  for 
enforcing  law;  (2)  for  raising  money;  (3)  for  regulation  of  com- 
merce. 

(C)  Constitutional  Convention  in  Philadelphia;  Washington  presiding 
officer ;  Madison  and  Hamilton  leaders ;  Constitution  adopted ; 
Federalists ;  Anti-Federalists. 

References:  Montgomery's,  MpMaster's,  Gordy's,  Thomas'  and 
Barnes',  Primary  Histories,  History  of  the  United  States — Scudder, 
The  American  Revolution — Fiske,  The  French  War  and  the  Revolution 
— Sloan,  Essentials  in  American  History — Hart,  Conquest  of  the  Old 
Northwest — Baldwin. 
Daniel  Boone: 

(a)  Boone's  life  in  North  Carolina. 

(b)  Boone's  wanderings   in  Tennessee.     His  bear  tree. 

(c)  Goes  to  Kentucky;  Indian  tricks;  Makes  the  "Wilderness 
Road"  and  builds  a  fort  at  Boonesboro. 

(d)  Daughter  stolen  by  Indians;  How  he  found  her;  Boone  cap- 
tured by  the  Indians;  They  adopt  him  as  a  son;  Escapes  but 
is  found ;     What  tobacco  dust  did. 

(e)  Boone's  old  age';  He  moves  to  Missouri;  Begs  for  a  piece  of 
land.     His  grave. 

References:     Montgomery's  Primary  History,   Elementary  History 
of  United  States — Gordy,  Daniel  Boone — Abbott. 


FOR   THE   ELEMENTARY   SCHOOLS   OF  OHIO.  6S 

Purpose  of  Stories:  To  show  great  achievement  and  sacrifice  of 
man,  to  show  growth  of  country,  to  show  inventions,  explain  Patriotism, 
to  the  young  child,  arouse  an  interest  in  historical  characters. 

George  Rogers  Clarke — Kentucky  life,  Indian  Ravages,  Trip  to 
Virginia,  His  visit  with  Patrick  Henry,  His  trip  to  Pittsburg,  His  trip 
down  the  Ohio  to  the  Falls,  Training  his  men,  His  march  to  Kaskaskia, 
Capture  of  Kaskaskia,  Treating  with  the  Indians,  Strategy  at  Vincennes, 
March  from  Kaskaskia  to  Vincennes. 

Stories  of  Washington — His  boyhood,  his  mother,  as  a  surveyor, 
as  a  general,  as  a  President,  at  Valley  Forge,  Assuming  command  of  the 
Army,  Crossing  the  Delaware ;  Sent  to  the  French  Fort.  , 

Stories  of  Putnam,  Morse,  Fulton,  Jefferson,  Wm.  H.  Harrison, 
Sam  Houston,  Robert  Gray,  Captain  Sutter. 

References:  Our  Country's  Story — Tappan,  The  Beginner's  Amer- 
ican History — Montgomery,  McMaster's  Elementary  History,  Pioneers 
of  the  Mississippi  Valley — McMurray,  Elementary  History  of  United 
States — Gordy,  Famous  Men  of  Modern  Times — Haaren  and  Poland,. 
Washington  and  His  Country — Fiske — Irving,  The  Crossing — ChurchilL 

Abraham  Lincoln  and  the  Civil  War. 

(a)  Early  life — Family  moves  to  Indiana;  Death  of  his  mother," 
Her  influence;  School  life;  Books  read. 

(b)  A  young  man — What  he  was  at  nineteen;  His  strength;: 
Makes  a  trip  to  New  Orleans;  Moves  to  Illinois;  Faithful- 
ness in  little  things;  Honest  Abe. 

(c)  A  soldier — Black  Hawk  War;  What  Lincoln  did. 

(d)  A  lawyer — Becomes  a  postmaster  and  surveyor;  How  he 
studied  law;  What  the  people  thought  of  him  as  a  lawyer; 
Armstrong  murder  trial. 

(e)  A  statesman — Elected  to  Congress;  Convention  in  Illinois;, 
Two  fence-rails;  The  Chicago  meeting;  Elected  President. 

(f)  As  President — 

(a)  Civil  War. 

(i)  Cause — Southern  States  secede;  Set  up  Independent  gov- 
ernment; Jefferson  Davis  President;  North  and  South 
like  two  different  countries;  Labor  in  North  done  by 
white  men,  while  in  South  by  slaves,  South  favored  slav- 
ery, North  opposed.. 

(2)  Result — Slaves  freed;  North  victorious;  Union  stronger; 
No  slavery  to  dispute  over. 

(b)  Death  of  Lincoln;  Ford's  Theatre;  John  Wilkes  Booth;  Ef- 
fect on  the  Country. 

References:     See  following  subject. 

s.  c.  —  5. 


336  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

Condition  of  Country  following  Civil  War. 

<<(A)  In  the  South — Great  distress;  Country  laid  waste;  Luxuries 
given  up,  necessaries  of  life  scarce;  Prices  high;  Confederate 
money  depreciated;  Commerce  and  trade  ruined;  destruction 
of  railroads,  farms,  plantations,  crops  and  private  property  not 
fully  estimated,  btit  great;  Loss  of  life;  Great  debt;  Slaves  free 
without  provision  for  them;  Reconstruction. 

'(B)  In  the  North — People  suffered  little  if  any  hardships;  Great 
loss  of  life;  War  debt  in  every  state,  county,  and  town. 

References:     McMaster's    History,    A    Fool's    Errand    by    A.    W. 
"Tourgee,   Red  Rock  by   Thomas   Nelson,   The   Perfect   Tribute — Page, 
Elementary  History  of  United  States — Gordy,  Montgomery,  and  Thomas. 
"The  True  Abraham  Lincoln — Curtis,   Lincoln — Brooks. 

William  McKinley. 

(a)   Early  life;   Educational  advantages. 
'    (b)   A  soldier;  Civil  War;  A  private,  Lieutenant,  Major. 

(c)  Statesman;  Member  of  seven  congresses;  Governor  of  Ohio; 
President  of  United  States. 

(d)  President — War  with  Spain;  Rebellion  in  Cuba;  American 
trade  with  Cuba  interrupted ;  American  money  invested  in  Cuba 
in  danger ;  American  ports  used  by  Cubans  in  fitting  out  expedi- 
tions which  our  government  was  forced  to  stop;  Sympathy  for 
Cubans. 

(e)  Destruction  of  Maine;  War  declared;  Battle  of  Manila;  Ad- 
miral Dewey. 

<f)   Blockade  of  Cevera's   fleet;  Lieutenant  Hobson. 
(g)   Battle  of  Santiago;  Rough  Riders;  Colonel  Roosevelt, 
(h)   Peace;  Porto  Rico;  Philippine  Islands, 
(i)   Death  of  McKinley;  Pan  American  Exposition. 
Read  article  by  Lieutenant  Hobson  in  Century  Magazine  for  Decem- 
ber 1898  to  March  1899. 

Development  of  Industries  and  Commerce. 

Purpose — (a)  To  show  increase  in  wealth,  (b)  advantages  of  the 
ipresent  as  compared  with  the  past,  (c)  relation  of  the  present  civiliza- 
tion to  the  past,,  (d)  establish  basis  for  understanding  the  present  laws 
and  customs. 

Inventions. 

(1)  Cotton  gin— Eli  Whitney;  His  father's  work-shop;  Makes 
nails;  Goes  to  Georgia;  Invents  cotton-gin;  Increase  production  of  cot- 
ton; Effect. 


FOR   THE   ELEMENTARY   SCHOOLS   OF   OHIO.  67" 

(2)  Steamboat — Robert  Fulton;  Boyhood;  The  old  scow;  Goes  to 
England  and  France;  His  iron  bridges;  His  diving  boat;  What  he  said 
about  America;  First  steamboat;  Trip  up  the  Hudson;  First  boat  in  the 
West;  Brought  about  the  settlement  of  the  West. 

(3)  Steam  locomotive — Stephenson;  First  line  in  United  States;: 
Peter  Cooper;  Aid  to  commerce;  Railroad  systems  of  United  States. 

(4)  Canals — Erie  Canal;  Greatest  work  of  kind;  How  the  news 
was  sent  to  New  York  when  completed;  Value  to  commerce. 

(5)  Telegraph — Samuel  Morse;  Alfred!  Vail;  First  line*;  First 
message;  Great  aid  to  commerce. 

(6)  Telephone — Bell;  Improvement  over  telegraph. 

(7)  Other  inventions;  Trolley  systems;  Electric  lights;  Electric- 
motors  ;  Gas  engines ;  Steel  mills,  etc. 

(8)  Works  of  engineering;  Jetties  constructed  by  Eads  in  Mis- 
sissippi; Eads  bridge  at  St.  Louis  over  the  Mississippi;  Roebling  sus- 
pension bridges  at  Cincinnati  and  New  York;  Atlantic  Cable;  Cyrus  W.. 
Field;  Value  of  inventions  to  commerce. 

(a)  Exports — Cotton,  grain,  flour,  meat.  From  what  section?' 
Value. 

(b)  Imports — Sugar,  coffee,  tea,  rice,  silk;  Countries;  Ports  of7 
Entry;  Value. 

References:  Montgomery's  Primary  History,  McMaster's  Primary- 
History,  Town  and  City  of  Jewett,  Thomas'  Elementary  History,  In- 
dustrial Studies — Allen,  Gordy's  Elementary  History,  Industrial  Evolu- 
tion— Wright,  Men  of  Achievement — Hubert,  and  Westward  Expansion.. 
— Garrison. 

History  of  Ohio:  Purpose  (a)  To  show  Location,  (b)  relation  to 
rest  of  country  as  to  origin,  (c)  Condition  of  Country  when  white  men< 
first  Settled  it,  (d)  Natural  wealth,  (e)  Growth  of  Towns  and  Cities,. 
(f)  Advancement  in  Education,  (g)  Position  maintained  among  other 
states,  (h)  Present  opportunities,  etc. 

The  Indians:  Location,  Part  in  French  and  Indian  War,  Pontiac, 
Lord  Dunmore's  War,  Logan,  Elizabeth  Zane. 

The  Ohio  Company:  (a)  Gen.  Tupper,  (b)  Rufus  Putnam,  (c) 
Manasseh  Cutler,  (d)  Winthrop  Sargent,  (e)  John  Mills,  (f)  John* 
Brooks,  (g)  Thomas  Cushing,  (h)  Crocher  Sampson,  (i)  Jelaliel  Wood- 
bridge,  (j)  John  Patterson,  (k)  Abraham  Williams,  (1)  Purchase  of 
land,  (m)  Provided  for  schools,  (n)  Establishes  a  college,  (o)  Why  it 
was  called  the  Buckeye  State. 

Cities  founded: — Cincinnati,  Marietta,  Columbus,  Cleveland. 

Great  men  of : — Sheridan,  McClellan,  John  Sehrman,  Wm.  T.  Sher- 
man, McDowell,  Buell,  Chas.  H.  Browne,  William  Dean  Howells. 

Presidents  from: — Wm.  H.  Harrison,  U.  S..  Grant,  R.  B.  Hayes,. 
Jas.  A.  Garfield,  Wm.  McKinley,  and  Wm.  H.  Taft. 


*88  MANUAL   OF   UNIFORM    COURSE    OF    STUDY 

State  Newspapers: — Cincinnati  Commercial,  The  Enquirer,  The 
Wolksblatt,  The  Times  Star,  The  Ohio  State  Journal,  The  Columbus  Dis- 
ipatch,  The  Cleveland  Plain  Dealer,  The  Toledo  Blade,  The  News. 

University: — Oxford,  Kent  Normal,  and  Bowling  Green  Normal. 
(Two  latter  in  process  of  establishment.) 

References: — History  of  Ohio — Annie  Cady,  Montgomery's  Prim- 
ary History,  McMaster's  Primary  History,  Gordy's  Elementary  History. 

The  Making  of  the  Ohio  Valley  States — Drake,  Stories  of  Ohio — 
Howies,  Ohio  History  Sketches — Pearson  and  Harlor. 

civics. 
Organisation  of  Federal  Government. 

The  President  and  Cabinet — How  elected;  when  elected;  the  elec- 
tors when  inaugurated ;  principal  duties. 

The  Cabinet — The  different  Cabinet  officers;  how  chosen;  for  how 
long;  a  few  duties  of  each. 

Congress — Two  Houses,  Senate  and  House  of  Representatives ;  how 
Senators  are  chosen;  for  how  long;  how  representatives  are  chosen;  for 
how  long  chosen ;  by  districts ;  in  what  district  you  live ;  where  Congress 
meets ;  laws  for  the  whole  country  are  made  by  Congress. 

Ohio  Government. 

1.  State  government,  (a)  The  principal  state  officers,  (b)  how 
chosen,   (c)   for  how  long,   (d)   duties. 

2.  County  government,  (a)  The  principal  county  officers,  (b)  how 
chosen;  (c)  for  how  long,  (d)  what  each  officer  does. 

3.  Township.     Same  as   (2)   applied  to  township. 

4.  City  or  town.     Same  as  (2)  applied  to  city. 

Appendix. 

Law — (a)  What  laws  are,  (b)  difference  between  federal  and  state 
laws,  (c)  city  or  town  ordinances,  (d)  what  courts  are  for. 

References : 

Ashley,  American  Government,  Revised  Edition. 
Boynton,  School  Civics. 
Andrews,  Manual  of  the  Constitution. 

Fiske,  Civil  Government,  (good  on  historical  development  of  civic 
institutions). 

James  and  Sanford,  Government  in  State  and  Nation. 


FOR   THE   ELEMENTARY   SCHOOLS   OF   OHIO.  69 

Advanced  References : 

Ashley,  The  American  Federal  State. 
Hinsdale,  American  Government. 
Hart,  Actual  Government. 
Wilson,  The  State. 

On  Ohio: 

Siebert,  Government  of  Ohio. 

Graph  showing  time  to  be  given  to  each  subject  in  7th  Grade  His- 
tory.    One  inch  equals  one  week  of  time. 


70 


MANUAL   OF   UNIFORM    COURSE   OF    STUDY 


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FOR   THE   ELEMENTARY   SCHOOLS   OF   OHIO.  71 

EUROPEAN  BASIS  OF  AMERICAN   HISTORY.      7TH   GRADE. 

(a)  Review  Sixth  Grade  European  History,  (b)  Story  of  Charle- 
magne, (c)  Character  of  the  Feudal  System,  ZdX  Story  of  the  Hundred 
Years  War,  dealing  only  with  causes  and  results,  and  naming  only  four 
or  five  important  battles,  (e)  The  Crusades,  (f)  Revival  of  learning, 
(g)  Reformation  and  religious  troubles  especially  in  England,  (h)  Con- 
quest of  the  Moors. 

References  for  pupils: — 

Yonge's — History  of  Germany. 

Creighton — First  History  of  France. 

Guerber — Story  of  the  English. 

Church — Stories  from  English  History. 

Tappan — World  Hero  Stories. 

McMaster's — Brief  History  of  United  States. 

Towle — Marco  Polo,  His  Travels  and  Adventures. 

Beazely — Prince  Henry,  The  Navigator. 

Atkinson — European  Beginnings  of  American  History. 

Christopher  Columbus — See  Sixth  Grade. 

(a)  Early  life  and  preparation,  (b)  Leaves  Italy  and  settles  in 
Portugal,  (c)  Routes  of  trade  with  the  East,  (d)  Studies  Marco  Polo's 
books,  maps,  charts,  globes,  etc.,  (e)  His  appeal  to  Portugal,  Spain,  and 
England  for  help  to    finance  his  voyage,  (f )  His  misfortunes. 

References: — See  Sixth  Grade. 

Explorers  and  Discoverers — (a)  King  or  Queen  under  whose  au- 
thority they  sailed,  (b)  Number  of  vessels  starting,  (c)  Nature  of  men 
and  equipment,  (d)  Purpose  of  the  voyage, — (i)  Adventure,  (2)  Ex- 
ploration for  Crown  and  Country,  (3)  Replete  financial  conditions,  (4) 
Colonization,  (e)  Incidents  of  the  voyage,  (f)  Place  of  landing,  (g) 
Discoveries,  (h)  Territory  explored  and  incidents  of  trip,  (i)  Fate  of 
expedition,  (j)  Value  to  country  of  sending  out  expedition,  (k)  Value  to 
civilization  in  general. 

All  these  things  should  be  known  of  every  man  making  a  voyage 
during  the  period  of  Exploration  and  Discovery. 

Spanish  Explorers  and  Discovers — Vasco  de  Gama,  Cabal,  Americus 
Vespucius,  Ponce  De  Leon,  Balboa,  Magellan,  Menendez,  Espejo,  Cor- 
tez,  Coronad,  DeNarvaez,  Cabrillo,  De  Soto,  and  Father  Marcos,  Es- 
tevnico,  and  Pizarro. 

English  and  Dutch  Explorers  and  Discovers — John  Cabot,  Sebastian 
Cabot,  Frobisher,  Gilbert,  Davis,  Gosnold,  Weymouth,  Drake,  Raleigh, 
Hudson,  and  Hawkins. 


72  MANUAL   OF   UNIFORM    COURSE   OF   STUDY 

French  Explorers  and  Discoverers — Verazzano,  Cartier,  Coligny, 
Champlain,  De  Monts,  La  Salle,  Joilet,  Marquette,  Allonez,  Hennepin, 
and  Roberval. 

References :— McMaster's  School  History,  Barnes's,  Montgomery's, 
Eggleston's  Forman's,  James  and  Sandford's,  Gordy's,  Ashley's,  and 
Thomas'  United  States  Histories,  Discovery  of  America — Fiske,  The 
World's  Discoverers,  Vol.  II-^Johnson,  Pioneer  Spaniards  in  North 
America — Johnson,  Fernando  Cortez — McNutt,  Conquest  of  Mexico — 
Prescott,  Spanish  Pioneers — Lummis,  Henry  Hudson — Bacon,  English 
Seamen  in  the  Sixteenth  Century — Froude,  English  Voyages  of  the  Six- 
teenth Century — Raleigh,  Struggle  for  a  Continent — Parkman,  Story  of 
Magellan — Butterworth. 

Virginia — Origin  of  Name.  * 

Present  Boundaries. 

Area  and  Population. 

Principal  rivers,  cities,  and  products. 

Climate. 

Nickname,  why  so-called. 

History. 

A.  Grant. 

Extent,  to  whom,  date. 

B.  Settlement, 
i.    Cause. 

2.  Date. 

3.  Location. 

4.  Name,  why  so-called. 

5.  Settlers. 

(a)  Number,  voyage. 

(b)  Classify  and  characterize. 

(c)  Occupations.  / 

(d)  Gold  excitement. 

(e)  Leader. 

1.  European  life. 

2.  Dealings  with  colonists.    With  Indians. 

3.  Capture  by  Indians.     Release. 

4.  Writings. 

5.  What  did  he  do  for  the  colony? 

6.  What  aid  did  he  give  to  geographers  and  explorers  ? 

6.  Second  Immigration. 

(a)  Voyage. 

(b)  Settlers — Kind  and  character. 

(c)  Effect  upon  the  colony. 


FOR   THE   ELEMENTARY   SCHOOLS   OF   OHIO.  73 

C.     Government. 


B. 


I.     Character. 

(a) 

Number,  dates  and  provisions  of  each. 

2.     Council. 

(a) 

Number  of  members. 

(b) 

President. 

(c) 

Duties. 

gislative  Assembly. 

(a) 

Name,  why  so-called? 

(b) 

Date 

(c) 

By  whom  authorized. 

(d) 

Number. 

(e) 

Election  or  choice. 

(f) 

Powers. 

4.     First  written  constitution  in  America. 

(a) 

Date. 

(b) 

Provision. 

5.     Citiz 

enship  or  suffrage. 

6.     Royal  Province. 

(a) 

Cause. 

.      (b) 

Date. 

(c) 

Change  in  government. 

(d) 

Starving  time. 

( 1 )     Cause. 

(2)     Time. 

(3)     Result. 

(e) 

Pocahontas. 

(1)     Regard  for  settlers. 

(2)     Marriage,  result,  reception  in  England. 

(3)     English  name. 

(.*) 

Introduction  of  slavery. 

(1)     When 

(2)     Where. 

(3)     By  whom. 

(4)     Number. 

(5)     Result. 

(g) 

Troubles. 

(0 

Indian  Troubles 

(a) 

Cause. 

(b) 

Events 

(c) 

Length  of  Peace 

(d) 

Massacre. 

(e) 

Result. 

74 


MANUAL   OF    UNIFORM    COURSE    OF    STUDY 


2. 


Domestic  Troubles. 

(a)  Bacon's  Rebellion, 
i.     Cause. 

2.  Date. 

3.  Leader. 

4.  Events. 

5.  Relics  to  be  seen  today. 

6.  Punishment  of  rebels  by  Berkley. 

7.  Charles  IPs  opinion. 

(b)  Period  of  Oppression. 

1.  Navigation  Acts.     Time  and  Places. 

2.  Enforcement  of  Navigation  Acts. 

3.  Action  of  Colonial  Assembly. 

(h)     Ohio  Company  Chartered. 


(i) 


When. 

By  whom. 

Composed  of  whom. 

Surveyor. 

How  much  land.     When? 


Prosperity  and  Growth. 

1.  Habits  of  settlers. 

2.  Products. 

3.  Location  of  settlement. 

4.  Importation  of  wives — cause,  result,  price. 

5.  Population  in  1622. 

6.  Founding  of  William  and  Mary's  College. 

7.  Founding  of  free  schools. 

8.  Condition  at  the  beginning  of  the  Revolution. 


Maryland — Origin  of  Name. 
Present  boundaries. 
Area  and  population. 
Principal  rivers,  lakes,  and  products. 
Climate. 

Nickname  or  other  items  of  interest. 
History. 

A.     Grant. 

1.     From  whom  obtained. 


Extent. 

By  whom  obtained. 

Date. 

Name  of  colony.     Why? 


FOR   THE   ELEMENTARY   SCHOOLS   OF  OHIO.  75 


B.  Settlement. 
i.     Cause. 

2.  Location. 

3.  Name  and  why  so-called. 

4.  Date. 

5.  Charter — its  provisions. 

6.  Purchase  from  Indiana. 

7.  Settlers. 

(a)  Kind  and  character. 

(b)  Religion. 

(c)  Landing. 

(d)  Occupation. 

(e)  Attitude  toward  Indians. 

(f)  First  winter. 

C.  Government. 

1.  Type. 

2.  In  whom  vested. 

3.  Right  of  suffrage — To  whom  given. 

4.  Legislative  Assembly. 

(a)  Composed  of  whom. 

(b)  Powers. 

D.  Toleration  Act. 

1.  Date. 

2.  Provisions. 

3.  Effect  upon  the  settlement. 

E.  Mason  and  Dixon  Line. 

1.  Location. 

2.  By  whom  surveyed. 

3.  When. 

4.  How  marked. 

F.  Troubles. 

1.  Indian  Troubles, 
(a)     Susquehannos. 

(1)  Cause  of  War. 

(2)  Length. 

(3)  Events. 

(4)  Results. 

2.  Domestic  Troubles. 

(a)     Clayborne's  Rebellion. 


76  MANUAL   OF    UNIFORM    COURSE    OF    STUDY 


(b) 


(c) 


(i)     Cause. 

(2)     Date. 

(3)     Action  of 

Legislature. 

(4)     Appeal  to 

crown. 

(5)     Decision. 

(6)     End  of  contest. 

Religious  Strife. 

1     Cause. 

2.     Result. 

3.     Discovery  by 

Catholics. 

Corde's  Rule. 

1.     Cause. 

2.     Termination. 

3.     Success. 

4.     Abolishment 

of  religious  tolerance. 

G.     Growth  and  Prosperity. 

1.  Effect  of  English  Civil  War  in  colony. 

2.  Growth  in  population. 

3.  Advent  of  Quakers  under  Fox. 

4.  Condition  and  government  of  colony  at  time  of  revolution. 

Massachusetts — Origin  of  Name. 
Present  boundaries. 
Area  and  population. 
Principal  rivers,  cities,  products. 
Climate. 

Nickname,  why  so  called? 
History. 


A. 

Original  grant. 

1.     Extent. 

2.     To  whom  given. 

3.     Date. 

4.     From  whom  obtained. 

5.     First  attempt  to  settle. 

6.     Result. 

B. 

Captain  John  Smith's  explorations — Result 

C. 

Second  Grant. 

1.     Charter. 

2.     From  whom  obtained. 

3.     To  whom  given. 

4.     Extent  of  territory. 

5.     Date. 

FOR    THE   ELEMENTARY    SCHOOLS    OF   OHIO.  77 


D.     Settlements. 

i.     First  Settlement. 

a. 

By  whom. 

b. 

Cause. 

c. 

Date. 

d. 

Location. 

e. 

Name,  why  so  called. 

f. 

Location  of  intended  settlement. 

g- 

Why  did  it  materialize. 

2.     Second  Settlement. 

a. 

Where.    . 

b. 

By  whom. 

c. 

When. 

d. 

Leader. 

e. 

Indian  name.     Meaning. 

3.     Third  Settlement. 

a. 

By  whom. 

b. 

Cause. 

c. 

Date. 

d. 

Name,  why  so  called. 

e. 

Location. 

f. 

Number. 

g- 

Charter. 

1.     Provisions. 

2.     From  whom  obtained. 

3.     Results. 

h. 

Growth. 

4.     Settlers. 

a. 

Ships. 

b. 

Kind  in  each  colony. 

c. 

Character  of  each  colony. 

d. 

Number. 

e. 

Compare  with  those  of  Virginia 

f. 

Distinguish    between    Pilgrims,    Puritans, 

Independents,  Non-conformists. 

g- 

Leaders  in  each. 

1.     Character. 

2.     Influence  in  Colony. 

Influence  in  History. 

Influence  in  Literature. 

h. 

Governors. 

Separatists^ 


18  MANUAL   OF    UNIFORM    COURSE    OF    STUDY 

E.  Mayflower  compact. 

1.  Provisions. 

2.  When  and  by  whom  signed? 

F.  Growth  of  Plymouth  of  Old  Colony, 
i.     Result  of  2  ist  winter. 

2.  Attitude  of  Indians. 

3.  (a)     Massassoit. 

1.     His  messenger. 
.    2.     Treatment. 

3.     Warning  and  its  result. 

(b)  Cononicus. 

1.  Message. 

2.  Answer. 
.3.     Results. 

(c)  Treaty. 

^<j.     Government. 

1.     Union  of  Colonies. 

(a)  Date. 

(b)  Cause. 

(c)  Name. 

(d)  Length  of  time  it  continued. 
.  2.     Type.     Wliy  ? 

;3.     Blue  Laws — Governor  Winthrop's  evasion. 

4.  Suffrage — to  whom  granted. 

5.  Legislation — In  whom  vested. 

a.  Appointment  of  commissioners. 

b.  Meeting 
<c.  Powers 
*d.  Numbers 

H.     Troubles. 

1.     Indian  troubles. 

a.     King  Philip's  War. 

1.  Cause. 

2.  Date. 

3.  Events. 

4.  Results. 

5.  Cost  to  each  side. 
.2.     Domestic  troubles. 

.a.     Pilgrim  Disturbances. 
"7  1.     Cause. 

[T  3L.    Roger  Williams. 


FOR    THE    ELEMENTARY    SCHOOLS    OF    OHIO. 


79^ 


3.  Anne  Hutchinson. 

4.  Quaker. 

5.  Salem  witchcraft. 

a.  Date. 

b.  Leaders. 

c.  Events. 

d.  Results. 

b.     Oppression. 

1.  Made  a  Royal  Province. 

2.  Enforcement  of   Navigation  Acts. 

3.  Refusal  to  obey. 

4.  Result. 

5.  The  new  governor — His  attitude. 

Growth  of  the   Colony. 

1.  In  population. 

2.  In  commerce. 

3.  Industries. 

4.  Productions. 

5.  First  Thanksgiving. 

6.  Schools. 

7.  a.     Free  or  public. 

b.     College — Name,    when   and   by   whom    founded,    date, 
how  supported  at  first. 

8.  Condition  at  time  of  Revolution. 


Supplementary   Questions   on    Virginia,   Maryland,   and   Massachusetts^ 

1.  Tell   what   mission   the    following   boats   had:   "Ark",   "Dove*^ 
"Mayflower",  "Speedwell",  and  "Sea  Venture". 

2.  First  coinage  of  money.     Where?     When?     Why? 

3.  Tell  of  the  first  printing  press. 

4.  What  is  meant  by  "Body  of  Libertus"? 

5.  Who  was  the  "Apostle  of  the  Indians"? 

6.  Who  was  the  man  who  spoke  with  silver  tongue? 

7.  How  did  Bloody  Brook  get  its  name? 


Maine  and  New  Hampshire. 
Date. 

Granted  by  whom? 
Granted  to  whom  ? 

Extent  of  land — from  Merrimac  to  Kennebec. 
Division  of — Piscataqua  river. 
Settlements. 


~so 


MANUAL   OF    UNIFORM    COURSE    OF    STUDY 


7- 


Maine — New  Hampshire. 

York — Portsmouth. 

Wells — Dover. 

Kittery — Exeter. 

Hampton. 

Union  with  Massachusetts. 


S.     Government — charter. 


Rhode  Island. 

i.  Granted  to  whom? 

2.  Granted  by  whom? 

3.  Date. 

4.  Cause  of   settlement. 

5.  Teachings  of  Roger  Williams. 
f6.  Teachings  of  Anne  Hutchinson. 
;7.  Settlements. 

1 .  Providence. 

2.  Portsmouth. 

3.  Newport. 
'8.     Government. 

1.  Independent. 

2.  Charter  Colony. 
9.     Indian  Wars. 

1.  Pequot. 

2.  King  Philip's.  * 
10.     Union  with  New  England. 

1.  Date. 

2.  Other  members  of  Union. 
.3.     Purpose  of  union. 

Connecticut. 

'Origin  of  Name. 
Granted  to  whom  ? 
Granted  by  whom? 

Claims  of  Dutch. 
Connecticut  valley  by  exploration  of  Block. 

Cause  of  settlement. 

Settlements. 

1.  Windsor. 

2.  Wethersfield. 

3.  Hartford. 

4.  Springfield. 
7.     Dates. 


1. 

4. 

5- 
6. 


FOR   THE   ELEMENTARY   SCHOOLS   OF   OHIO.  81 


8. 

Leaders. 

Thomas  Hooker. 

9- 

Government. 

1.     Part  of  Massachusetts. 

2.     Republic  of  Connecticut. 

3.     Charter  of  Colony. 

10. 

Connecticut  Blue  Laws. 

11. 

Pequot  War. 

12. 

Union  with  New  Haven. 

13. 

Charter  Oak. 

New  York. 

1. 

Early  explorers. 

1.     Hudson/ 

2.     Block. 

3.     May. 

2. 

Claims  of  Dutch. 

1.     Hudson  Valley. 

2.     Connecticut. 

3.     Delaware  Valley. 

3- 

Claims  of  English. 

4- 

Dutch  West  India  Company. 

1.     Purpose. 

2.     Power. 

5- 

Patrons. 

6. 

Dutch  Rule. 

7- 

Duke  of  York. 

8. 

Government. 

1.     Under  Dutch.  * 

2.     Under  Drake  of  York. 

3.     Royal  Colony. 

?• 

Settlements. 

1.     Fort  Orange. 

2.     New  Amsterdam. 

10. 

Granting  of  New  Jersey. 

11. 

Education. 

12. 

Leisler's  Rebellion. 

13- 

Indian  Wars. 

1.     By  Gov.  Jieft's  attempt  to  tax. 

2.     Betrayal  of  Indians. 

New  Jersey. 

1. 

Granting  of. 

2. 

Extent  of  New  Jersey. 

1.     Delaware  to  Hudson. 

•s.  c. 


82  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

3.  Sold  to  Quakers. 

4.  Settlements. 

1.  Burlington. 

2.  Elizabeth-town. 

5.  Date. 

6.  Government. 

1.  Under  Drake  of  York. 

2.  Under  Berkley  and  Carteret. 

3.  As  royal  colony. 

Pennsylvania. 

1.  Granted  to  whom? 

2.  Granted  by  whom? 

3.  Granted  why? 

4.  Date. 

5.  Origin  of  name. 

6.  The  Quakers. 

7.  Swedes  claim  to  land. 

8.  Penn's   treaty   with   Indians. 

9.  Rush  of  all   nationalities  to. 

10.  Mason  and  Dixon  line. 

11.  Settlements. 

1.  Philadelphia. 

2.  Chester. 

12.  Government. 

1.  By  Penn. 

2.  Great  Law. 

Delazvare. 

1.  Granted  to  whom? 

2.  Granted  by  whom? 

3.  Claimed  by  Lord  Baltimore. 

4.  Bought  by  Penn.  , 

5.  Bought  why? 

6.  Settlers. 

7.  Government. 

1.  By  Penn. 

2.  Separation  from  Pennsylvania. 

8.  Settlement. 

1.  Wilmington. 

2.  New  Castle.  ;.-"'  ! 

The  Car 0 Unas. 

1.  Granted  to  whom?  ' 

2.  Granted  by  whom? 


FOR  THE  ELEMENTARY   SCHOOLS   OF   OHIO.  83 


3- 

Groups  of  settlements. 

1.     Albermarle. 

2.     Carteret. 

4- 

Classes  of  setlers. 

1.     In  North  Carolina. 

2.     In  South  Carolina. 

5- 

Government. 

1.     By  proprietors. 

2.     Grand  Model. 

3.     As  royal  colony. 

6. 

Date,  f 

7- 

Settlements. 

1.     North  Carolina. 

1.     Wilmington. 

2.     Newbern. 

3.     Eden  ton. 

2.     South  Carolina. 

1.     Charleston. 

8. 

Indian  Wars. 

9- 

Spanish  Invasion. 

Georgia. 

1. 

Date. 

2. 

Founder — Oglethorpe. 

3- 

Purpose  of  founding. 

4- 

Extent. 

1.     Savannah  to  Altamaha. 

5- 

Class  of  settlers. 

6. 

Government. 

1.     As  part  of  Carolinas. 

2.     As  Royal  Colony. 

7- 

The  Moravians. 

8. 

The  Wesleys. 

9- 

The  Spanish  Invasion. 

10. 

Settlements. 

1.     Savannah. 

11. 

Occupations. 

Reference  Histories:  McMaster's  and  Barnes'  Brief  History  of 
United  States,  McMaster's  School  History  of  United  States,  Guerber's 
Story  of  the  Thirteen  Colonies,  Ridpath's  History  of  United  States. 


84  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

Colonial  Government. 
i.     Local  Government. 

A.  General   Classes. 

i.     Town  meeting  type. 

2.  County  type. 

3.  Mixture  of  the  two  types. 

B.  The  Three  types. 

1.  The  town  meeting — Mass. 

2.  a.     How  composed. 

b.  Time  when  called. 

c.  Regular  and  special  meetings. 

d.  Powers. 

e.  Town  officers. 

2.  County  type.     Virginias. 

a.  County  officers. 

b.  Duties. 

3.  Mixed  type.     Pennsylvania. 

a.     Both  town  and  county  officers. 

C.  Colonies   possessing   each   type. 
II.     Central  Government. 

A.  Royal — Example  Virginia. 

1.  Governor  appointed  by  King. 

2.  Legislature — two  houses, 
a.     How  chosen. 

d.     Duties. 
B.     Courts. 

B.  Proprietory — Example;  Penn. 

1.  Governor — appointed  by   proprietor. 

2.  Same  as  A  2. 

3.  Same,  as  A  3. 

C.  Republican — Example — Rhode  Island. 

1.  Governor  elected  by  the  people. 

2.  Same  as  A  2. 

3.  Same  as  A  3. 

D.  Colonies  possessing  each  kind  of  government. 

References :     Fiske — Civil   Government. 

Ashley — American   Government.     Revised    edition. 
Hart — Essentials  in  American  History. 
James  and  Sanford — Government  in  State  and  Nation. 
Colonial  Indians — (a)  Ancestors,   (b)  homes,   (c)   dress,   (d)  gov- 
ernment, (e)  religion,  (f)  education,  (g)  method  of  warfare,  (h)  loca- 
tion, (i)  occupation,  (j)  myths  and  legends,  (k)  present  abode,  (1)  re- 
lation to  the  United  States  government  at  present,  (m)  Wars  of  Tribes. 


FOR   THE   ELEMENTARY    SCHOOLS    OF    OHIO.  85 

The  Iroquois — New  York. 

The  Mohawks— New  York. 

The  Algonquins — North  East. 

The  Muskogees — South  East. 

The  Seminoles — Southern. 

The  Ottawas — Pontiac. 

The  Greeks — Southern.    . 

The  Illinois,  etc. — Western. 

Pequot — Mass. 

Tuscaroras — Southern. 

Yamassees — Southern.  ■    > 

Wampanoogs — King  Philip,  New  Eng. 

Narragansetts — New  England. 

References :  Redway's,  McMaster's,  Mace's,  McLaughlin's, 
Gordy's,  Montgomery's,  and  Ashley's  Histories  of  the  United  States, 
Indian  Boyhood — Eastman,  Old  Indian  Days — Eastman,  Indian  Song 
and  Story — Fletcher,  American  Indians — Starr,  Wigwam  Stories — Judd, 
Old  Indian  Legends — Zitkala-Sa.,  Indian  Stories  Retold  from  St.  Nich- 
olas, The  Story  of  the  Indian — Grinnell,  Hart's  History  of  the  United 
States. 

French  and  French  Posts  in  Ohio  Valley. 

(a)  Trip  up  the  St.  Lawrence  and  through  Great  Lakes. 

(b)  The  buried  plates,  (c)  Flat  Presque  Isle,  (d)  Forts  Le  Boeuf 
and  Venango,  (e)  Ft.  Du  Quesne,  (f)  Washington  builds  Ft.  Necessity, 
(g)  The  Ohio  Company  and  the  English  Claim  to  this,  (h)  Washington's 
first  public  service,  (i)  Why  built,  (j)  Territory  controlled. 

References:  See  French  and  Indian  War.  Pioneers  of  Missis- 
sippi Valley — McMurry. 

Intercolonial  Wars : 

(a)  Countries  in  Europe  involved,  (b)  Causes  in  Europe  that 
brought  on  the  war,  (c)  Principal  events  in  each,  (d)  Time,  (e)  Parties 
at  war,  (f)  Part  played  by  Indians,  (g)  Results,  (h)  important  men. 

i.     King  William's  War. 

2.  Queen  Anne's  War. 

3.  King  George'  War. 

4.  French   and    Indian   War: — See    Sixth    Grade  butline.     Study 
Geography  of  country. 

References:  See  Sixth  Grade— The  Old  North  West— Hinsdale, 
American  Government — Hinsdale,  Student's  History — Channing,  The 
Border  Wars  of  New  England — Drake,  The  Story  of  Washington — 
Seelye,  Montcalm  and  Wolf — Parkman,  The  French  War  and  the  Rev- 
olution— Sloan,  Expansion  of  the  American  People — Sparks. 


86 


MANUAL    OF    UNIFORM    COURSE    OF    STUDY 


Causes  of  the  Revolutions  and  Conditions  of  the  Colonies  at  the 
time. — (a)  Effect  of  the  French  and  Indian  War,  (b)  Writs  of  assistance 
(c)  Speech  of  James  Otis,  (d)  Troops  sent  to  America,  (e)  The  Stamp 
Act,  (f)  The  Virginia  Resolutions,  (g)  The  Stamp  Act  Congress,  (h) 
Non  Importation  Agreements,  (i)  The  Declaratory  Act,  (j)  The  Town- 
hend  Acts,  (k)  The  Intolerable  Acts— (i)  Boston  Port  Bill,  (2)  Mass- 
achusetts Act,  (3)  Quartering  Act,  (4)  The  Quebec  Act,  (1)  The  Burn- 
ing of  the  Gaspen,  (m)  The  First  Continental  Congress,  (1)  Time,  (c) 
Place,  (3)  Purpose  of  meeting,  (4)  Results  of  meeting,  (n)  The  Boston 
Tea  Party,  (o)  Boston  Massacre,  (p)  The  failure  of  George  III,  of  Eng- 
land to  appreciate  the  nature  and  disposition  of  the  colonists,  (g)  America 
being  located  so  far  from  England. 

Condition  of  the  Colonies — (a)  Colonists  determined  and  firm  in 
their  demands,  (b)  agriculture  just  becoming  profitable,  (c)  Manufac- 
turing just  in  its  infancy.  Necessities  brought  about  by  the  war  gave  an 
impetus  to  manufacturing  (d)  Colonists  had  begun  to  demand  a  voice 
in  the  government  and  to  respect  the  governors  sent  to  the  colonies 
by  the  King,  (e)  Growing  discontent  as  shown  by  Boston  Tea  Party 
and  Continental  Congresses. 

References:     See  results  of  the  War. 

Prominent  Men  and  Events. 

Washington,  George  (born  in  West  Moreland  County,  Va.,  in  1732; 
died  at  Mt.  Vernon,  Fairfax  County,  Va.,  in  1799),  first  president  of 
the  United  States.  The  most  careful  researches  trace  his  ancestry  to 
the  north  of  England.  His  grandfather,  John  Washington  was  in  Vir- 
ginia in  1658.  George  lost  his  father  when  he  was  very  young,  and 
little  is  known  of  his  boyhood.  At  the  age  of  sixteen  he  was  employed 
as  a  surveyor  in  the  Shenandoah  valley  and  his  older  brother  gave  him 
a  military  training.  At  the  age  of  twenty  he  was  sent  by  tjie  Governor 
of  Virginia  to  warn  off  the  French  who  were  establishing  a  chain  of 
posts  on  the  Ohio.  As  the  warning  was  unheeded  a  military  force  was 
sent,  of  which  Washington  was  second  in  command,  and  this  was  de- 
feated. Then  he  accompanied  Braddock's  expedition  against  Fort  Du- 
quesne,  as  a  member  of  Braddock's  staff,  and  when  the  obstinate  leader, 
refusing  to  listen  to  Washington's  advice,  was  defeated  and  slain,  the 
young  lieutenent  conducted  the  retreat.  In  1759  he  married  Martha 
Custis,  a  wealthy  widow,  whose  estate,  joined  with  his  own,  made  him 
the  wealthiest  man  in  the  country.  He  lived  at  Mt.  Vernon,  conducted 
his  plantations,  was  fond  of  hunting,  was  a  member  of  the  Legislature, 
and  represented  his  state  in  the  first  and  second  Continental  Congresses. 
When  the  War  of  Independence  began  in  1775,  he  was  called  to  the 
chief  command  which  he  assumed  under  the  famous  elm  at  Cambridge, 
Mass.     The  struggle  that  ensued  was  long  and  varied.     Sometimes  it  ap- 


FOR    THE    ELEMENTARY    SCHOOLS    OF   OHIO.  87 

peared  hopeless ;  but  the  steadfast  courage  and  unfailing  wisdom  of 
Washington  were  large  elements  among  the  forces  that  led  to  success. 
When  independence  had  been  secured,  he  retired  to  his  home  till  he  was 
called  to  preside  over  the  convention  that  framed  the  national  Constitu- 
tion. Under  that  Constitution  he  was  President,  1789  to  1797; 
his  skirmish  with  French  (1754),  accompanies  Braddock's  expedition, 
his  account  of  Braddock's  defeat,  present  at  meeting  of  Virginia  legis- 
lature (1765),  at  Valley  Forge,  captures  Cornwallis's  army  at  Yorktown, 
confers  with  Rochambeau,  receives  Cornwallis's  surrender,  his  comments 
on  the  conduct  of  the  war,  comments  on  the  state  of  the  army,  presides 
over  the  Constitutional  Convention. 

Jefferson,  Thomas  (born  in  Shadwell,  Va.,  1743;  died  in  Monticello, 
Va.,  1826),  third  President  of  the  United  States.  He  was-  educated  at 
William  and  Mary  College,  where  he  was  a  devoted  student.  He  stud- 
ied law  and  became  an  industrious  practitioner.  At  the  age  of  twenty- 
six  he  became  a  member  of  the  House  of  Burgesses,  and  in  1775  he  took 
his  seat  in  Congress.  He  was  chairman  of  the  committee  to  draw  up  a 
declaration  of  independence — the  other  members  being  Benjamin  Frank- 
lin, John  Adams,  Roger  Sherman,  and  Robert  R.  Livingstone — and  the 
immortal  document  that  resulted  from  their  labors  was  mainly  his  work. 
Soon  afterward  he  resigned  his  seat  and  set  himself  the  task  of  reorganiz- 
ing the  government  of  Virginia.  He  succeeded  in  abolishing  primogeni- 
ture and  entail,  and  establishing  religious  freedom.  He  was  Governor 
of  the  State  in  1779-1781,  and  in  1783  was  again  in  Congress,  where  he 
carried  through  the  plan  for  decimal  currency.  In  1784  he  was  sent  to 
France  to  negotiate  commercial  treaties,  where  he  remained  five  years, 
and  there  he  published  his  Notes  on  Virginia.  He  was  Secretary  of 
State  in  Washington's  Cabinet,  but  resigned  in  1794.  He  was  a  candi- 
date for  President,  against  John  Adams,  in  1796,  but  gained  only  the 
Vice-Presidency.  In  1800  he  was  elected  President  by  the  House  of 
Representatives,  and  in  1804  was  reelected  by  the  electoral  college.  The 
most  important  event  of  his  administration  was  the  purchase  of  Louisiana 
territory  from  France  for  $15,000,000. 

He  and  John  Adams  died  on  the  same  day,  July  4,  1826:  writes  the 
Declaration  of  Independence ;  his  view  of  the  Union ;  writes  the  Kentucky 
Resolutions ;  elected  President ;  inaugural  address ;  on  the  purchase  of 
Louisiana;  originates  the  Lewis  and  Clark  expedition. 

References'.  His  Biography  has  been  written  by  Henry  S.  Randall 
and  George  Tucker. 

Franklin,  Benjamin  (born  in  Boston,  Mass.,  1706;  died  in  Philadel- 
phia, 1790),  an  American  Statesman  and  philosopher.  He  was  appren- 
ticed to  the  printing  trade,  but  (1723)  ran  away,  first  to  New  York,  then 
to  Philadelphia;  founded  the  Philadelphia  library  (1731);  established 
the  American  Philosophical  Society  1743;  was  active  in  the  founding  of 
the  University  of  Pennsylvania;  while  postmaster  of  Philadelphia  (1737- 


;88  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

1753)  he  made  that  town  the  center  of  the  postal  system  of  the  colonies; 
was  made  deputy  post  master  general  for  the  continent  1753;  at  the  Al- 
bany Convention  1754  he  proposed  the  first  scheme  ever  proprounded  for 
union  of  the  colonies ;  was  sent  to  England  as  special  commissioner  from 
the  colonies  1757  and  in  1762;  was  sent  to  Paris  to  obtain  the  aid  and 
cooperation  of  France  1776;  his  experiments  with  electricity;  his  corre- 
spondence with  Charles  Thomson  on  the  Stamp  Act ;  his  testimony  before 
the  House  of  Commons  on  the  impolicy  of  that  act;  one  of  the  framers 
of  the  Declaration  of  Independence;  his  scheme  for  a  confederation  of 
the  colonies  1775 ;  a  member  of  peace  commission;  member  of  the  Consti- 
tutional Convention. 

Reference:     Bigelow  edited  his  Autobiography  and  his  Works. 

Henry,  Patrick  (born  in  Studley,  Va.,  1736;  died  in  Red  Hill,  Va., 
1799),  an  American  lawyer  and  statesman;  was  admitted  to  the  bar  in 
1760;  general  attention  was  called  to  his  ability  by  means  of  "The  Par- 
son's Cause"  1764;  elected  a  member  ot  the  House  of  Burgesses  1765; 
was  first  Speaker  of  the  General  Congress  at  Philadelphia  1774;  retired 
to  private  life  1794;  opposed  the  passage  of  the  Virginia  and  Kentucky 
resolutions  1799;  his  opposition  to  the  Stamp  Act;  elected  Governor  of 
Virginia;  opposes  the  adoption  of  the  Constitution. 

References:  Tyler,  Patrick  Henry;  W.  W.  Henry,  Patrick  Henry; 
Life,  Correspondence,  and  Speeches. 

Jones,  John  Paul  (born  in  Arbigland,  Scotland,  1747;  died  in  Paris 
1792),  an  American  naval  officer.  His  name  originally  was  John  Paul, 
to  which  he  added  Jones  for  some  reason  of  his  own.  He  made  several 
voyages  to  the  West  Indies,  and  visited  Virginia,  where  his  father  was  a 
planter.  He  was  there  when  the  War  of  Independence  began,  and  en- 
tered the  American  naval  service  as  a  lieutenant.  It  is  said  that  he 
-raised  on  the  ship  Alfred  the  first  American  flag  that  ever  floated,  the 
one  bearing  the  pine-tree  and  rattlesnake.  In  the  sloop  Providence  he 
made  a  cruise  of  six  weeks  and  took  sixteen  prizes.  After  other  sim- 
ilar exploits,  he  sailed  into  European  waters,  harassed  the  British  coasting- 
trade,  attacked  the  town  of  Whitehave  in  Cumberland,  and  captured  a 
sloop-of-war  superior  to  his  own.  He  took  his  prize  and  200  prisoners, 
-in  the  harbor  of  Brest,  and  asked  his  Government  for  a  better  ship. 
After  much  delay  he  obtained  an  old  Indiaman,  fitted  her  as  a  warship, 
and  re-christened  her  Bon  Homme  Richard,  the  French  equivalent  of 
Franklin's  famous  Poor  Richard.  In  August,  1779,  he  sailed  with  a 
squadron  of  five  vessels,  and  in  a  month  made  twenty-six  captures  of 
British  vessels.  Then  followed  the  famous  battle  with  the  Serapis,  off 
Flamborough  Head.  Congress  voted  a  gold  medal  for  Jones,  and  Wash- 
ington wrote  him  a  congratulatory  letter.  But  his  after-life  was  not 
successful  or  happy,  though  he  was  offered  a  rear-admiral's  commission 
;in  the  Russian  navy,  and  he  died  in  poverty.     In  1905  his  remains  were 


FOR   THE   ELEMENTARY   SCHOOLS   01-    OHIO.  89' 

brought  to  the  United  States ;  His  exploits ;  his  victory  over  the  Serapis ; 
descends  on  European  coasts,  biographies  by  Sherbourne,  Taylor. 

George  Rogers  Clarke — (a)  Saved  the  North  West  to  the  colonies, 

(b)  States  afterward  formed  out  of  territory,  (c)  Principal  forts  cap- 
tured, (d)  His  early  life  and  training,  (e)  His  equipment  for  the  ex- 
pedition, (f)  His  route,  (g)  His  treatment  of  the  Indians,  (h)  Shows 
strategy,  (i)  See  Clarke  in  Sixth  Grade. 

Benedict  Arnold — (a)  Expedition  against  Canada,  (b)  At  Saratoga, 

(c)  Turns  traitor. 

Colonel  Moultrie—  (a)  At  Fort  Moultrie,  (b)  Places  flag  staff  on 
fortifications. 

Anthony  Wayne  at  Stony  Point. 

Lafayette — (a)  His  home,  (b)  His  enlistment  in  the  American 
Army,  (c)  Becomes  Washington's  Aid,  (d)  Visits  America  in  1844. 

Green — (a)  His  retreat  into  Virginia,  (b)  At  Guilford  C.  H.,  (c) 
Regains  South  Carolina. 

Pulaski's  and  Kosciusco's  services  to  the  Colonies. 

John  Stark  at  Bennington. 

Morgan  and  Schuyler  (a)  At  Bemis  Heights,  (b)  At  Stillwater,  (c) 
At  Saratoga. 

Gates,  (a)  Command  of  the  army  of  the  South,  (b)  Capture  of 
Burgoyne.  See  Sixth  Grade  for  James  Otis,  Samuel  Adams,  John  Adams, 
John  Hancock,  and  Robert  Morris. 

Results  of  the  War  and  Condition  of  the  Country  at  its  close. —  (a) 
Colonies  had  contracted  big  debts  and  had  no  way  of  paying  them,  (b) 
There  was  no  central  government,  (c)  Everyone  had  a  different  opinion 
as  to  the  kind  of  government  that  should  be  set  up,  (d)  Plans  proposed, 

(e)  Colonists  had  been  reduced  to  greatest  poverty,  (f)  Had  no  factories 
to  compete  with  rest  of  world  in  a"  commercial  way  (h)  Natural  re- 
sources of  colonies  were  as  yet  undiscovered,  (i)  Financial  system  was 
on  an  unsecure  basis,  (j)  Colonists  had  gained  absolute  independence, 
(k)  Made  possible  the  present  United  States  with  her  advantages,  (1) 
Brought  out  forcefully  the  importance  of  the  man  as  an  individual  and 
his  responsibility  to  the  government. 

Conditions  of  the  Country,  (a)  Colonies  disorganized,  (b)  No 
schools  nor  means  of  education,  (c)  Agriculture  had  been  allowed  to  run 
down,  (d)  .No  manufacturing  or  commerce,  (e)  People  eager  and  en- 
thusiastic to  improve  their  opportunities  and  establish  a  good  government, 

(f)  Began  to  organize  a  school  system,  (g)  made  plans  for  inter  colony 
trade,  (h)  Met  at  Albany  to  formulate  some  place  for  a  central  govern- 
ment. 

References:  Washington — Abbott,  The  Men  who  Made  the  Na- 
tion— Sparks,  Benjamin  Franklin — Moore,  Paul  Jones — Hapgood,  His- 
torical Americans — Brooks,    The   American   Revolution — Fiske,     How 


90  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

George  Rogers  Clarke  Won  the  North  West — Thwaites,  Montgomery's, 
McMaster's,  Gordy's,  Mace's,  Redway's,  Ashley's,  Hart's,  Thomas', 
Channing's,  and  James,  and  Sanford's  Histories  of  the  United  States, 
The  True  History  of  the  American  Revolution — Fiske,  The  War  of  In- 
dependence— Fiske,  The  American  Revolution — Van  Tyne. 

Declaration  of  Independence. 

I.  Causes. 

i.     Continued   friction  between  England  and  Colonies. 
'2.     Influence   of    Samuel   Adams,    John   Hancock   and    Patrick 

Henry. 
3.     Gradual  growth  of  feeling  of  independence. 
4.     Thomas    Payne's    "Common    Sense". 

II.  Resolution  of  Richard  Henry  Lee.     June  7th,  1776. 

III.  How  drawn  up. 

1.  Committee  appointed. 

2.  Members  of  Committee. 

3.  Written  by  Jefferson. 

4.  Reported  to  Convention  July  2,  1776. 

IV.  Adoption  and  signing  July  4th,  '76. 

1.  Debates. 

2.  Principal  Signers. 

V.  Analysis  of  Declaration. 

1.  Statement  of  primary  principles.  • 

2.  Grievances  against  George  III. 

3.  Final  Declaration. 

References:     Fiske — American   Revolution. 

Hart — Essentials  in  American  History. 
Wilson — History  of  American  People,  Vol.  II. 
Hart — Ed.  Am.  Nation  Series. 

Second  Continental  Congress  and  Articles  of  Confederation. 
I.     Second  Continental  Congress. 

1.  Called  by  First  Congress. 

2.  Time  when  called.     May  1775. 

3.  Purpose.  i 

a.  To  provide  a  system  of  defence. 

b.  Raise  an  army. 

c.  Raise  money. 

d.  Provide  military  equipment. 

4.  Important  men  who  were  members. 

5.  Places  of  meeting. 


FOR   THE   ELEMENTARY    SCHOOLS   OF   OHIO.  91 

6.  How  organized.     (By  electing  Pres.  and  Sec'y.) 

7.  Why  the  Congress  became  the  only  government  for  the  col- 
onies. 

8.  Powers  exercised  by  the  Congress. 

a.  Issued  money. 

b.  Borrowed  money. 

c.  Raised  troops  and  appointed  generals  and  officers. 

d.  Carried  on  relations  with  foreign  countries. 

e.  Passed  general  laws  for  the  country. 

f.  Built  a  small  navy. 

g.  Issued  Declaration  of  Independence. 

9.  Termination  of  the  Congress  in  1781  when  Articles  of  Con- 
federation were  adopted. 

II.     Articles  of  Confederation. 

1.  How  Articles  were  drawn  up.     (By  a  Committee). 

2.  When.     1777. 

3.  Purpose.  , 

4.  Ratification  in   1781.     (Reason  for  Delay.) 

5.  The  government  under  the  Articles. 

a.  A  central  Congress. 

b.  How  the  Congress  was  chosen. 

c.  Number.     (Not   less   than   two  nor  more   than   seven 
delegates  from  each  state.) 

d.  The  Committee  of  States. 

6.  Powers. 

a.  Levy  taxes. 

b.  Regulate  trade. 

c.  Borrow  money. 

d.  Raise  and  equip  an  army  and  navy. 

e.  Carry  on  foreign  relations. 

7.  Defects. 

a.  No  executive  power. 

b.  No  system  of  courts. 

c.  No  way  of  enforcing  the  raising  of  troops. 

d.  Congress  poorly  organized. 

e.  No  way  of  enforcing  the  collecting  of  taxes,  payment  of 
debts. 

f.  No  way  to  enforce  regulation  of  trade, 
h.     No  way  to  compel  obedience  of  states. 

8.  Articles  terminated  in  1789,  when  Constitution  went  into 
effect. 


92  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

References : — 

A.  For  pupils. 

Elementary  Histories,  of  the  United  States  by  McLaughlin  and  Van 
Tyne,  Montgomery,  Foremen,  McMaster,  Gordy,  Mace,  Redway,  and 
Thomas. 

B.  For  Teachers. 

Hart's  Essentials  in  American  History. 
McLaughlin,  History  of  the  American  Nation. 
Adams  and  Trent,  History  of  the  American  Nation. 
Wilson,  History  of  the  American  Nation. 
McMaster's  History  of  the  United  States,  Vol.  I. 
James  and  Sanford's  American  History. 
Ashley,  American  History. 

Social  and  Industrial  Conditions  in  the  Colonies  at  the  Close  of  the 
Revolution. 

I.  Character  of  the  population. 

i.     Principal   nationalities   and   where  located.  \ 

2.     Energy  and  enterprise  of  the  people. 

II.  Occupation  of  the  People, 
i.     Agriculture  of  the  people. 

a.  In  North — free  labor. 

b.  In  South — slave  labor. 
i.     Slave  life. 

2.  Plantation  system. 

3.  Character  of  agriculture. 

c.  Life  of  the  pioneers. 

1.  Habits. 

2.  Dress. 

3.  Dwelling  and  furnishings. 

4.  Neighborhoods. 

d.  Principal  products. 

1.  North. 

2.  South. 

e.  Farming  tools. 

2.     Manufacturing. 

a.  Household  manufacturing. 

b.  Attempts  to  manufacture  but  forbidden  by  England. 

c.  The  spinning  wheel  and  making  of  cloth. 

d.  Making  of  tools. 


MANUAL    OF    UNIFORM    COURSE    OF    STUDY  93 

3.  Commerce. 

a.  Colonies  engaged  in  commerce. 

b.  The  inter-colonial  trade. 

c.  Trade  with  Africa  and  West  Indies. 

d.  Trade  hindered  by  foreign  wars. 

4.  (Very  little  carried  on.) 

III.  Transportation. 

1.  Roads. 

a.  Indian  trails  and  pack  horses. 

b.  Corduroy  roads. 

c.  Plank  roads. 

d.  Beginning  of  macadamized  roads. 

2.  River  trade  and  sail  boats. 

IV.  Education  and  Schools. 

1.  In  North. 

a.  The  Massachusetts  law. 

b.  The  district  schools. 

c.  Character  of  the  school  houses. 

d.  Studies. 

e.  The  school  master, 
f.  Colleges. 

2.  In  South. 

a.  No  schools. 

b.  The  private  tutors  for  children  of  aristocrats. 
1                    c.     Colleges. 

V.  Literature — The  principal  writers. 

VI.  Religion. 

1.  The  principal  religious  sects  and  where  located. 

2.  Religious  toleration. 

References. 

For  teachers. 

Hart,  Essentials  in  American  History,  Chapter  XIV. 

Bogant,  Economic  History  of  the  United  States. 

Webster,  History  of  Commerce. 
For  pupils. 

Elementary  Histories  of  United  States  by — Forman,  Thomas, 

Montgomery,  McLaughlin  and  Van  Tyne,  McMaster,   Gordy, 

and  Redway.  m 

EIGHTH  GRADE. 

Graph  showing  time  to  be  given  to  each  subject  in  the  Eighth  Grade 
History.     One  inch  equals  one  week  of  time. 


94 


MANUAL    OF    UNIFORM    COURSE    OF    STUDY 


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j  MANUAL    OF    UNIFORM    COURSE    OF    STUDY  95 

The  Constitutional  Convention. 
I.     Calling    of    Convention — Annapolis    Convention.  ■ 
II.     Time  when  called  and  place.     May  1787,  at  Philadelphia. 

III.  Purpose  and  number  of  members. 

IV.  Prominent  men. 

V.     Sources  of  the  Constitution. 

1.  Custom  and  form  of  the  English  Government. 

2.  The  colonial  government. 

3.  State  Constitutions. 
VI.     Plans  submitted. 

1.  Hamilton's. 

2.  Virginia. 

3.  Connecticut. 

4.  New  Jersey. 

5.  Pinckney. 

VII.     Parties  in  the  convention. 

1.  Large  state. 

2.  Small  state. 
VIII.     Compromises. 

Connecticut  on  representation. 

2.  Representation — Slavery. 

3.  Taxation — Slavery.  , 

4.  Regulation  of  commerce. 

a.  Slave  trade. 

b.  No  duties  on  exports. 

IX.     Officers  and  Committees.  v 

1.  Pres. — Washington. 

2.  Secy. — Jackson. 

3.  Committees. 

a.  Detail. 

b.  Style.     Gouverneur  Morris  wrote  final  draft. 

X.     Termination  of  Convention.     Sept.  1787. 
References : 

Fiske — Critical  Period  of  American  History. 

McMaster — History  of  United  States,  Vol.  I. 

Hart — Essentials  of  American  History. 

Ashley — American  Federal  State. 

Ashley — American   Government. 

Wilson — History  of  American  People,  Vol.  III. 

Washington's  Administration: — (a)     Time,,  (b)  Vice  President,  (c) 
Creates  a  cabinet,  (d)  Amendments  to  the  Constitution,  (e)  Organizes 


96  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

courts,  (f)  Decides  on  a  permanent  place  for  the  Capitol,  (g)  Hamilton's 
plan  for  raising  money  with  which  to  start  the  new  government, — 
(i)   Important  duties. 

(2)  An  excise  on  the  manufacture  of  whiskey. 

(3)  The  United  States  debt  to  be  funded. 

(4)  The  National  government  to  assume  the  State  Debts. 

(5)  A  national  bank  to  be  established. 

(6)  Protective  import  duties. 

(h)  The  Western  Indians,  (i)  Proclamation  of  neutrality,  (j)  Citizen 
Genet,  (k)  Jay's  Treaty,  (1)  Whiskey  insurrection,  (m)  The  Spanish 
Treaty,  (n)  The  First  Census,  (o)  Western  Emigration,  (p)  Cotton  Gin 
invented. 

References'.  Montgomery's  Leading  Facts  of  American  History; 
McLaughlin  and  Van  Tyne's  History  of  the  United  States,  Hart's  Es- 
sentials in  American  History,  Alexander  Hamilton — Lodge,  The  Men 
Who  Made  the  Nation — Sparks,  The  Making  of  the  Nation — Walker, 
The  Federalist  System — Bassett. 

Adam's  Administration. 

A.  Introductory  Remarks. 

1.  Date. 

2.  No.  terms. 

3.  Native  State. 

4.  Vice  Pres. 

5.  Nickname. 

B.  Domestic  Affairs. 

1.  Alien  and  Sedition  Laws. 

2.  Virginia  and  Kentucky  Resolutions. 

3.  Death  of  Washington.  ■ 

4.  Removal  of  Capital. 

5.  Frie's  Rebellion. 

6.  Election  of  Jefferson. 

C.  Foreign  Affairs. 

1.  The  X.  Y.  Z.  Affair. 

2.  Preparation  for  war  with  France. 

3.  Naval  war  with  France. 

Jefferson's  Administration. 
A.     Introductory  Remarks. 
1.     Date. 


No.  terms. 
Native  State. 
Vice  Pres. 
Nickname. 


I  MANUAL    OF    UNIFORM    COURSE    OF    STUDY  97 

B.  Domestic  Affairs. 

i.  Purchase  of  Louisiana. 

2.  Lewis  and  Clark  Expedition. 

3.  Hamilton — Burr  Duel. 

4.  Burr's  Treason. 

5.  Invention  of  Steamboat. 

C.  Foreign  Affairs. 

1.  War  with  the  Barbary  States. 

2.  Trouble  with  England., 

(a)  Orders  in  Council. 

(b)  Impressment  of  Seamen. 

3.  Trouble  with  France. 

(a)  Berlin  Decree. 

(b)  Milan  Decree.  , 

4.  Embargo  and  Non-Intercourse  Act. 

5.  Chesapeake  and  Leopard  Affair. 

1.  McMaster's  Brief  History  of  United  States. 

2.  Montgomery's  Leading  Facts  of  American  History. 

3.  Eclectic  History  of  United  States. 

4.  Mace's,  iGordy's,    McLaughlin's   and   Van   Tyne's    History  of 

United  States. 

5.  Territorial  Growth — Mowry. 

James  Madison's  Administration:  (a)  Time,  (b)  Vice  President, 
(c)  Macon  Bill  No.  2,  (d)  Indian  Wars,  (e)  Madison's  Effort  to  make 
a  treaty,  (f )  Attitude  of  Congress,  (g)  Deception  of  Napoleon,  (h)  The 
War  of  1812 — Causes,  (1)  Impressment  of  seamen,  (2)  The  Henry 
Letters,  (3)  The  Indian  Ravages.  Events.  (1)  Importance  of  Detroit 
— Hull's  surrender,  (2)  Constitution  &  Guerriere,  (3)  O.  H.  Perry  on 
Lake  Erie,  (4)  Burning  of  Washington,  (5)  MacDonough's  Victory 
on  Lake  Champlain,  (6)  Jackson's  Victory  at  New  Orleans,  (7)  The 
Hartford  Convention — (a)  Purpose,  (b)  Prominent  men,  (c)  Results  of 
meeting.  , 

Results  of  the  War :  ( 1 )  Gave  the  United  States  independence  on 
the  sea,  (2)  Served  as  a  lesson  to  foreign  nations,  (3)  was  an  impetus 
to  local  industries,  (4)  Encouraged  a  protective  tariff,  (i)  Star  Spangled 
Banner  written — 1814. 

References:  Poem  "Perry's  Victory" — Percival,  Old  Ironsides — 
Holmes,  McMaster's  Brief  History  of  the  United  States,  Montgomery's 
American  History,  Gordy's  History  of  the  United  States,  Hart's  Es- 
sentials of  American  History,  McLaughlin  and  Van  Tyne's  History  of 
the  United  States,  The  Rise  of  American  Nationality — Babcock,  Win- 
ning of  the  West — Roosevelt. 

7    s.  c. 


98  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

Monroe's  Adminisiration. 

A.  Introductory  Remarks — Time 

Vice  Pres. 

B.  Domestic  Affairs. 

i.  Era  of  Good  Feeling. 

2.  President's  journey  through  the  states. 

3.  Rise  of  the  Slavery  question, 
(a)     The  Missouri  Compromise. 

4.  Building  of  the  National  Road. 

5.  Rapid  Growth  of  the  West. 

6.  Rise  of  the  Protective  Tariff. 

7.  Improvements  to  meet  the  rapid  growth  of  the  West.     In- 

ternal improvements. 

8.  Erie  Canal  begun. 

9.  Admission  of  5  new  states. 

10.  Our  dealings  with  the  Greek  Indians. 

11.  Visit  of  La  Fayette. 

12.  Breaking  up  of  the  Republican  party. 

13.  Election  of  J.  Q.  Adams. 

14.  Panic  of  1819-20. 

C.  Foreign  Affairs. 

1.  The  Treaty  with  Spain  settling  boundaries. 

2.  The  acquisition  of  Florida. 

3.  The  South  American  Republics. 

4.  The  Holy  Alliance  and  its  relation  to  the  United  States. 

5.  The  Monroe  Doctrine. 
References : 

McMaster's  Brief  History  of  U.  S. 
Montgomery's  Leading  Facts  in  American  History. 
Eclectic  History  of  the  U.  S. 
Fiske's  Critical  Period,  p.  71-76. 
See  Adams  and  Jefferson. 

John  Q.  Adams. 

A.  Introductory  remarks — 1.     Time;  2.     Vice  Pres. 

B.  Domestic  Affairs. 

1.  Completion  of  the  Erie  Canal. 

2.  First  Passenger  Railway. 
I               3.     First  Locomotive   1830. 

4.  Organism  of  1st  Temperance  Society,  1826. 

5.  New  Political  Activities. 

6.  Tariff  of  Abomination  1828. 

7.  The  First  American  Congress. 


MANUAL   OF    UNIFORM    COURSE    OF    STUDY  99 

C.     Sterling  character  of  Pres.  Adams. 
References:     See  Jackson's  Administration. 

Jackson's  Administration. 

A.  Introductory  Remarks, 
i.    Time. 

2.     Vice  Pres.  , 

B.  Character  of  Jackson. 

C.  Domestic  Affairs. 

i.  Introduction  of  Spoils  System. 

2.  The  rapid  growth  of  the  Anti-slavery  movement. 

3.  Channing,  Garrison.  „  ~ 

4.  The  Gag  Rule. 

5.  Negro  Insurrection  in  Va. 

6.  The  Webster — Hayne  Debate. 

7.  S.  C.  resists  the  Tariff. 

8.  Calhoun  and  Nullification. 

9.  Nullification  of  S.  C. 

10.  Jackson's  handling  of  Nullification. 

11.  Jackson's  fight  against  the  U.  S.  Banks. 

12.  Era  of  Speculation. 

13.  Our  Country  out  of  debt. 

14.  Distribution  of  the  surplus. 

15.  Specie  circular. 

16.  Rise  of  American  Literature. 

17.  Rise  of  Whig  party. 

18.  Compromise  of  1833. 

19.  The  Force  Bill. 

20.  Anti-Masonic  Party. 

D.  Foreign  Affairs. 

1.     The  French  Spoliation  Claims. 

McMaster's  Brief  Hist,  of  the  U.  S. 

Montgomery's  Leading  Facts. 

Eclectic  Hist,  of  U.  S. 

Barnes  Hist,  of  U.  S. 

World's  Famous  Orators — W.  J.  Bryan. 

See  Adams  and  Jefferson. 

Van  Buren's  Administration. 
A.-    Introductory  Remarks. 

1.  Date. 

2.  Vice  Pres. 


100  MANUAL    QF    UNIFORM    COURSE   OF    STUDY 

B.  The  Panic  of  1837. 

1.  Causes  of  Panic. 

2.  Stoppage  of  Trade. 

C.  Establishing  of  Independent  Treasury. 

D.  Rise  of  the  Mormons. 

E.  Immigration. 

F.  Organization  of  Steamship  Lines  and  Express  Companies. 

G.  Spectacular  Campaign  of  1840. 
H.     The  Carloins  Affair. 

Reference: — See   former  Admin. 

Harrison  and  Tyler's  Administration. 

A.  Introductory  Remarks. 

1.  Date. 

2.  Vice  Pres. 

B.  Death  of  Pres.  Harrison. 

C.  Tyler  and  the  Whigs  Quarrel. 

-    D.  The  Webster-Ashburton  Treaty. 

E.  Invention  of  the  telegraph. 

F.  Dorr's  Rebellion. 

G.  The  Anti-Renters. 

H.     Discovery  of  Anaesthesia. 
I.     The  Republic  of  Texas. 
J.     Interesting  Campaign  of  1844. 
K.    Annexation  of  Texas. 

Reference:     See  former  Admin. 

James  J.  Polk's  Administration:  (a)  Time,  (b)  Vice  President, 
(c)  Oregon  territory, —  (1)  Dr.  Whitman's  Journey  to  Oregon,  (2) 
How  we  got  Oregon,  (3)  The  treaty,  (d)  War  with  Mexico — Causes 
(1)  Annexation  of  Texas,  (2)  Eagerness  of  slavery  people  to  extend 
the  slave  territory  to  counteract  the  Oregon  territory,  (3)  Mexico  had 
been  slow  to  settle  claims  for  outrages  against  persons  and  property  of 
Americans,  (4)  Polk  was  desirous  of  annexing  California  and  a  war 
with  Mexico  would  furnish  an  excuse. 

Prominent  Men : 

.   (a)     Zachary  Taylor. 

(1)     His  campaign. 

(a)  Palo  Alto. 

(b)  Resaca  de  al  Palma. 

(c)  Monterey. 

(d)  Buena  Vista. 


FOR   THE   ELEMENTARY   SCHOOLS   OF   OHIO.  1XD1 

<b)     Winfield  Scott. 

(i)     His  campaign. 

(a)  Vera  Cruz. 

(b)  Cerro  Gordo. 

(c)  Mexico  City. 

{c)     Kearney  and  Fremont  take  California.    Peace  Treaty. 

(a)  New  Mexico  and  California  annexed. 

(b)  Mexico  gave  up  claim  to  Texas. 

(c)  Trained  some  soldiers  for  the  Civil  War. 

(e)     The  Wilmot  Proviso. 

References. 

See  previous  administrations.  War  with  Mexico — Ladd. 
Westward  Expansion — Garrison,  Politics  and  Alavert — Smith, 
Territorial  Growth — Mowry. 

Taylor  and  Fillmore's  Administration. 

A.  Introductory  Remarks. 

1.  Date.  * 

2.  Vice  Pres.  t 

B.  The  Rapid  Growth  of  California. 
C     Crisis  in  the  slavery  situation. 

D.  Application  of  Cal.  for  statehood. 

E.  Compromise  of  1850. 

F.  Comparison  of  North  and  South. 

G.  Death  of  Pres.  Taylor. 
H.  The  Gadsden  Purchase. 

I.  Personal  Liberty  Laws. 

J.  The  Underground  Railway. 

K.  Publication  of  Uncle  Tom's  Cabin. 

L.  Death,  of  old  political  leaders. 

M.  New  leaders  taking  their  places. 

N.  Silent  Revolution  in  feeling  on  the  slavery  question. 

O.  Effect  of  Discovery  of  gold  in  California  in  1848. 

P.  Fugitive  Slave  Law. 

References  : 

McMaster's  Brief  History  of  U.  S. 
Montgomery's  Leading  Facts,  etc. 
Eclectic  History  of  U.  S. 
Barnes  History  of  U.  S. 
See  Standard  School  Histories. 


102  MANUAL    OF    UNIFORM    COURSE   OF    STUDY 

Pierce's  Administration. 

A.  Introductory  Remarks, 
i.    Date. 

2.     Vice  Pres. 

B.  World's  Fair  in  New  York  City. 

C.  Kansas-Nebraska  Act. 

D.  Rise  of  the  Modern  Republican  Party. 

E.  Disintegration  of  the  old  parties. 

F.  The  struggle  for  possession  of  Kansas. 

G.  Treaty  with  Japan. 
H.     Treaty  with  China. 

I.     Wendell  Phillips  and  Wm.  Lloyd  Garrison  and  the  Anti-Slavery 

movement. 
J      New  England  Emigrant  Aid  Society. 
K.     Douglas,  Chase,  Seward  and  Sumner  and  their  influence  on  th€ 

Kansas  affair. 

Buchanan's  Administration. 
A.     Introductory  remarks. 

i.     Date. 

2.     Vice  President. 
P>.     The  Dredd  sScott  Decision. 

C.  The  Panic  of  1857. 

D.  Discovery  of  oil  in  Penn.     1859. 

E.  The  Lincoln  Douglas  Debates. 

F.  The  John  Brown  Raid. 

G.  The  Campaign  of  i860  and  election  of  Lincoln. 

H.     Secession  of  the  Southern  States  and  forming  of  the  Southern 
Confederacy. 

I.     "Star  of  the  West"  fired  on. 

J.     The  Le  Compton  Constitution  in  Kansas. 
K.     Perry's  expedition  to  Japan. 

References:  MeMaster's  Brief  History  of  United  States,  Mont- 
gomery's Leading  Facts,  etc.,  Eclectic  "History  of  U.  S.  Barnes'  History 
of  United  States,  The  Men  who  Made  the  Nation — Sparks,  James'  and 
Sanford's  U.  S.  History,  Westward  Expansion,  Garrison,  Division  and 
Reunion — Wilson,  Politics  and  Slavery — Smith. 

Condition  of  the  Country  Prior  to  Civil  War. 

Abraham  Lincoln  and  the  Causes  of  the  War. 
(a)   North  and  South  divided  on  questions  of 

(1)   Slavery. 
j  (2)   State's  rights. 

(3)  Tariff. 


FOR   THE   ELEMENTARY   SCHOOLS   OF   OHIO.  103 

(b)  Missouri  Compromise,  (c)  Clay's  Compromise  of  1833  and  1850, 
(d)  Kansas  and  Nebraska  Bill,  (e)  Dredd  Scott  Decision,  (f)  Publication 
of  Uncle  Tom's  Cabin  by  Harriet  Beecher  Stowe,  (g)  Wilmot  Proviso, 
(h)  Intense  excitement  of  the  people  over  the  question  of  slavery,  (i) 
Radical  stand  taken  by  leaders  on  both  sides,  (j)  The  Knight  of  the 
Golden  Circle,  (a  secret  organization)  (k)  John  Brown's  Raid,  (1)  The 
Underground  Railroad,  (m)  The  Lincoln-Douglas  debates,  (n)  The  ex- 
treme views  of  the  presidential  candidates  in  i860  and  the  election  of 
Lincoln,  (o)*The  secession  of  South  Carolina,  (p)  Personal  liberty  Bills. 

A.     Lincoln — See  Sixth  Grade. 

Republican  convention  at  Chicago  i860. 

Democratic  Convention  at  Charleston,  Baltimore,  i860. 

Candidates : 

( 1 )     Republican. 

President — Abraham  Lincoln  of  Illinois. 
Vice  President — Hannibal  Hamlin  of  Maine. 
.     (2)     a.     Democratic — Popular    Sovereignty. 

President — Stephen  A.  Douglas  of  Illinois. 
Vice  President — Herschel  V.  Johnson  of  Georgia, 
b.     Democratic — State  Rights. 

President — John  C.  Breckenridge  of  Kentucky. 
Vice  President — Gen.  Joseph  Lane  of  Oregon, 
(e)  Old  Whig  Party. 

President — John  Bell  of  Tennessee. 

Vice  President — Edward  Everett  of  Massachusetts. 

Arguments  for  Secession. 

1.  Seccession  was  admitted  as  constitutional  by  most  public  men. 

2.  To  bring  pressure  on  the  North  to  readmit  them  on  better  trade 
terms. 

3.  It  was  the  best  peaceful  remedy  for  the  trade  differences  be- 
tween the  North  and  South. 

4.  The  North  in  their  eagerness  to  make  money  had  lost  sight  of 
the  general  welfare  of  the  country. 

Arguments  for  Secession  continued. 

5.  The  North  encouraged  the  feeling  of  hatred  toward  slavery. 

6.  The  North  was  not  fair  in  the  admission  of  States. 

7.  The  election  of  Lincoln  was  an  act  of  hostility  aimed  directly, 
at  the  South.  » 

Arguments  against  Secession. 

1.  The  United  States  government  is  inviolate  and  the  states  sur- 
rendered their  individual  rights  when  they  entered  the  Union. 

2.  The  South  were  doing  everything  in  their  power  to  increase  the 
slave  territory  even  to  the  point  of  resarting  to  force. 


104  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

3.  The  South  were  violating  the  rights  of  Negro  citizens.  . 

4.  The  Border  warfare  in  Kansas  showed  the  South  were  willing: 
to  resort  to  fraud  and  violence. 

5.  The  Slave  power  had  long  been  a  controlling  iactor  in  the 
government. 

6.  Secession  would  be  destructive  to  a  centralized  government. 

Great  Men  and  Events  of  the  Civil  War. 

Lincoln,  Abraham  (born  in  Hardin  County,  Ky.,  1809;  assassinated 
in  Washington,  1865),  sixteenth  President  of  the  Unied  States;  elected 
President ;  his  first  speech  in  the  Douglas  debate ;  calls  for  volunteers ;. 
electoral  vote  of ;  his  arguments  against  the  right  of  secession ;  proclaims 
emancipation;  his  Gettysburg  address. 

References:  Lives  by  Nicolay  and  Hay,  Herndon,  Lamon,  Shurz 
and  Arnold. — "See  Great  Events." 

McClellan,  George  Brinton  (born  in  Philadelphia,  1826;  died  in 
Orange,  N.  J.,  1885),  an  American  soldier.  He  studied  two  years  at 
the  University  of  Pennsylvania,  and  then  entered  the  Military  Academy 
at  West  Point,  where  he  was  graduated  in  1846,  second  in  his  class.  He 
served  in  the  Mexican  War  as  lieutenant  of  engineers,  and  received  pro- 
motions for  gallantry.  After  the  war  he  was  engaged  in  explorations 
and  surveys  at  the  West,  and  in  1855  was  a  member  of  a  military  com- 
mission sent  to  observe  the  operations  in  the  Crimea.  When  the  CiviL 
War  began  he  was  a  railroad  officer  living  in  Cincinnati.  He  was  ap- 
pointed major-general  of  volunteers,  and  gained  several  successes  against 
the  Confederates  in  West  Virginia,  which  caused  his  promotion  to  the 
command  of  the  Army  of  the  Potomac.  This  he  reorganized  and  dis- 
ciplined, and  in  the  spring  of  1862  moved  it  by  water  to  Hampton  Roads, 
whence  it  marched  up  the  peninsula  to  attack  Richmond.  After  the 
failure  of  this  campaign  and  the  defeat  of  Pope  in  Virginia,  Lee's  Con- 
federate Army  marched  north  into  Maryland.  McClellan  was  hastily 
recalled  to  the  command,  and  defeated  Lee  at  Antietam ;  but  because  of 
his  failure  to  follow  and  destroy  the  enemy  he  was  relieved  of  his  com- 
mand. In  1864  he  was  the  Democratic  candidate  for  President,  against 
Lincoln  and  was  elected  Governor  of  New  Jersey  in  1877;  at  Antietam; 
his  peninsula  campaign.  References :  McClellan's  Own  Story-;  Johnson 
and  Buell,  Battles  and  Leaders  of  the  Civil  War ;  Comte  de  Paris,  His- 
tory of  the  Civil  War  in  America. — "Great  Events." 

Sherman,  William  Tecumseh  (born  in  Lancaster,  O.,  1820;  died  in 
New  York,  1891),  an  American  soldier.  He  was  graduated  at  West 
Point  (140),  served  in  Florida  till  1842,  and  in  California  at  the  time  of 
the  Mexican  War;  resigned  1853  an'd  engaged  in  the  banking  business 
in  San  Francisco ;  removed  to  New  York,  1857 ;  to  Leavenworth,  Kans. 
(1858),  and  there  practised  law;  elected  president  of  proposed  military 


FOR   THE    ELEMENTARY    SCHOOLS    OF   OHIO.  105 

academy  in  Louisiana  (1859)  ;  was  superintendent  of  the  academy  at 
the  outbreak  of  the  Civil  War,  in  which  his  services  began  with  his  ac- 
ceptance of  a  colonelcy  in  the  National  army  (1861).  He  served  with 
great  distinction  throughout  the  war,  and  was  made  major-general  in 
the  regular  army  (1864);  lieutenant-general  (1866);  general  and  com- 
mander of  the  army  (1864).  He  retired  in  1884;  victorious  in  the  West, 
at  Bull  Run,  in  Vicksburg  campaign;  attacks . Johnston,  his  Atlanta  cam? 
paign  and  march  to  the  sea ;  burns  a  part  of  Atlanta ;  begins  his  march ; 
destroys  Georgia  Central  Railroad;  his  "bummers";  occupies  Savannah. 

References:  Memoirs  of  General  William  T.  Sherman,  by  Himself; 
lives  by  Bowman  and  Irwin,  and  Force;  Scribner,  Campaigns  of  the 
Civil  War;  Pollard,  The  Lost  Cause,  "Great  'Events." 

Grant,  Ulysses  S.  (born  in  Point  Pleasant,  Clermont  County,  Ohio, 
1822;  died  at  Mt.  McGregor,  near  Saratoga,-  N,  Y.,  1*885),  an  American 
-soldier,  eighteenth  President  of  the  United  States.  He  was  graduated 
at  West  Point  in  1843  \  served,  through  the  Mexican  War  (1846-1848)  ; 
resigned,  from  the  army  in  1-854,  and  settled  in  St.  Louis;  removed  to 
-Galena,  111.,  in  i860,  and  entered  the  leather  trade  with  his  father..  Was 
appointed  colonel  of  the  Twenty-first  Illinois  Infantry  (1861)  ;  commis- 
sioned brigadier-general  of  volunteers  (1861).  His  great  victories  were 
Fort  Donelson,  Shiloh,  Vicksburg,  Chattanooga,  anl  Appomattox.  After 
the  Civil  War,  the  end  of  which  he  did  so  much  to  bring  about,  he  was 
made  general  (1866)  ;  was  Secretary  of  War  and  interim  from  August, 
1867,  to  January,  1868;  elected  President  on  the  Republican  ticket  in 
1868  and  re-elected  in  1872;  made  a  tour  round  the  world  in  1877-1879; 
retired  as  general  (1885);  captures  Fort  Donelson;  takes  command  in 
Virginia ;  in  Vicksburg  campaign ;  his  victory  at  Champion's  Hill ;  attacks 
Vicksburg;  his  terms  of  surrender;  transferred  to  the  East;  his  character- 
istics anl  his  overland  campaign ;  account  of  Lee's  surrender. 

References:  Grant,  Personal  Memoirs;  life  by  Dana  and  Wilson; 
Badeau,  Military  History  of  Ulysses  S.  Grant;  Marshall,  Ancestry  of 
General  Grant ;  Young,  Around  the  World  with  General  Grant. — Great 
Events. 

Davis,  Jefferson,  (born  American  Statesman,  President  of  the  Con- 
federate States ;  educated  at  Transvaal  College,  Ky.,  and  at  West  Point ; 
served  in  the  army  1 828-1 835 ;  was  a  presidential  elector  1844;  member 
of  Congress  1845,  served  in  the  Mexican  War,  being  present  at  the  bat- 
tles of  Monterey  and  Buena  Vista;  U.  S.  Senator  (1845-1851);  Secre- 
tary of  War  (1853-1857)  ;  XT.  S.  Senator  ( 1857-1861 )  ;  elected  President 
of  the  Confederate  States  (1861)  ;  at  the  close  of  the  war  was  impris- 
oned for  two  years  in  Fort  Monroe ;  his  argument  for  the  ngm  ot  seces- 
sion; at  the  Battle  of  Bull  Run,  opposes  Johnston's  plan  to  attack  Mc- 
Clellan. 


106  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

Additional  References:  Pollard,  The  Lost  Cause;  Greeley,  The 
American  Conflict;  Victor  of  the  Southern  Rebellion;  and  biographies  by 
Alfreund  (friendly)  and  Pollard  (unfriendly).     "Great  Events". 

Lee,  Robert  Edward  (born  in  Stratford,  Westmoreland  County,  Va., 
1807;  died  in  Lexington,  Va.,  1870),  an  American  Soldier,  son  of  the 
Revolutionary  general  Henry  Lee  ("Light  Horse  Harry")  ;  was  graduated 
at  West  Point  1829,  ranking  second  in  a  class  of  forty-six,  and  commis- 
sioned second  lieutenant  of  engineers;  served  in  the  Mexican  War,  be- 
coming chief  of  staff  to  General  Scott;  Brevetted  colonel  for  services  at 
Chapaltepec;  assigned  to  command  of  the  Military  Academy  at  West 
Point  (1852)  ;  on  duty  in  Texas  (1855)  ;  commanded  the  troops  that  took 
John  Brown  at  Harper's  Ferry  (1859)  ;  resigned  his  commission  and  en- 
tered the  Confederate  service  (1861)  ;  from  1865  to  1870  was  president 
of  Washington  and  Lee  University,  at  Lexington,  Va. ;  in  Mexican  War, 
invades  the  North,  at  Antietam,  commands  in  Virginia,  opposed  McClellan 
in  Peninsula  campaign  at  Malvern  Hill,  his  Gettysburg  campaign,  in 
Wilderness  campaign,  surrenders  his  army  at  Appomattox.  Additional 
references;  lives  by  Cooke,  Childe,  and  Long;  Pollard,  the  Lost  Cause; 
Greeley,  The  American  Conflict;  Johnson,  History  of  the  War  of  Se- 
cession; Victor,  History  of  the  Southern  Rebellion  and  Campaigns  of 
the  Civil  War;  Davis,  Rise  and  Fall  of  the  Confederate  Government; 
Champlin,  Young  Folk's  History  of  the  War  for  the  Union;  Swinton, 
Campaigns  of  the  Army  of  the  Potomac.     "Great  Events". 

Meade,  George  Gordon  (born  in  Cadiz,  Spain,  1815;  died  in  Phil- 
adelphia, 1872),  an  American  soldier.  He  was  graduated  at  West  Point 
(1835)  ;  served  in  the  Mexican  War;  commanded  a  brigade  of  volunteers 
in  the  army  of  the  Potomac  1861 ;  served  in  the  Peninsula  campaign 
(1862)  ;  commanded  a  division  at  Antietam  and  at  Fredericksburg  (1862), 
and  a  corps  at  Chancellorsville ;  commanded  the  army  of  the  Potomac 
from  June  28,  1863,  till  the  end  of  the  Civil  War;  was  promoted  major- 
general  in  the  regular  army  (1864)  ;  commanded  the  military  division  of 
the  Atlantic,  and  afterward  (1866-1868)  the  Department  of  the  East, 
then  that  of  the  south,  and  from  March,  1869,  till  his  death  the  Atlantic 
division  again ;  commands  the  Federal  army  in  the  Gettysburg  campaign, 
succeeds  Hooker,  moves  toward  Gettysburg,  his  dispositions,  changes 
order  of  battle  on  Sickles,  his  victory  and  losses  at  the  surrender  of  Lee. 
"Great  Events." 

Sheridan  (Phil  H.)  born  in  New  York  of  Irish  parents,  graduate 
of  West  Point;  served  on  Western  Frontier,  commanded  a  brigade  then 
a  division  in  Buell's  army  1862,  fought  at  Perry ville,  Stone  River,  Chick- 
amauga,  and  Chattanooga.  Commanded  the  cavalry  troops  in  Army  of 
Potomac.  Repulsed  early  in  Valleys  of  Shenandoah,  Opequar  Creek, 
Fishers  Hill,  Cedar  Creek,  Famous  Ride. 

Additional  References:  Johnson  and  Burl,  Battles  and  Leaders  of 
the  Civil  War ;  Walker,  History  of  the  Second  Army  Corps ;  Comte  De 


FOR   THE   ELEMENTARY   SCHOOLS   OF   OHIO.  107 

Paris,  History  of  the  Civil  War  in  America;  Johnson,  History  of  the 
War  of  Secession;  Greeley,  The  American  Conflict  and  Great  Events 
{Compiled). 

Results  of  Civil  War  and  Condition  of  Country. 

(i)  Four  million  slaves  freed,  (2)  It  established  the  principle  that 
there  was  no  such  thing  as  State  secession  from  the  Union,  (3)  It  gave 
•equal  opportunity  to  the  negro,  (4)  It  proved  the  courage  and  patriotism 
of  the  people  of  the  United  States,  (5)  It  showed  the  permanency  of 
the  United  States  Government,  (6)  It  left  the  North  in  a  dangerous  posi- 
tion— that  of  victors  over  their  brothers,  (7)  It  left  the  South  humil- 
iated and  helpless  (8)  It  destroyed  the  property  of  the  South  and  left 
the  people  homeless,  (9)  It  paved  the  way  for  a  greater  United  States, 
(10)  It  emphasized  the  Declaration  of  Independence,  (11)  It  contributed 
to  the  development  of  Southern  resources  and  industries,  (12)  It  broad- 
ened the  minds  and  sympathies  of  the  whole  people. 

1.  North — (a)  Big  debt  on  United  States  government,  (b)  Busi- 
ness and  trade  disorganized,  (c)  Gave  opportunity  to  unscrupulous  men 
to  go  South  and  override  the  country,  (d)  Showed  foreign  nations 
the  strength  of  the  U.  S.  Government. 

2.  South — (a)  Left  homeless,  (b)  Property  gone,  (c)  4,000,000 
negroes  to  live  and  not  yet  having  learned  to  rely  on  self,  (d)  Country 
full  of  carpet  baggers,  (e)  South  taught  the  necessity  of  developing 
their  industries  and  resources,  (f)  Opened  the  way  for  public  education, 
(g)  Made  the  people  more  cosmopolitan. 

References:  Barnes',  McMaster's,  Montgomery's,  Mace's  Van 
Tyne's,  Formen's,  and  Hart's  United  States  Histories,  Division  and  Re- 
union— Wilson,  Outcome  of  the  Civil  War — Hosmer,  A  Bird's-eye  View 
•of  our  Civil  War — Dodge,  The  Civil  War  and  the  Constitution — Burgess, 
Tariff  History — Taussig. 

Andrew  Johnson  and  Reconstruction  of  the  South. 
I.     Assassination  of  Pres.  Lincoln — Johnson  takes  oath  of  office. 
II.    Life  and  Character  of  Pres.  Johnson. 
III.     Condition  of  South  at  Close  of  War. 

1.  Condition  and  character  of  the  Negroes. 

2.  Agriculture  and  lands. 

3.  Industry. 

4.  Roads  and  railroads. 

5.  The  "Poor  Whites." 

6.  The  former  slave  holders. 


106  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

IV.     Theories  of  Reconstruction. 

1.  Presidential  Theory. 

2.  State  Suicide  Theory. 

3.  Forfeited  rights. 

4.  Conquered  province  theory. 

V.     Johnson's  Policy. 

1.  Issues  proclamation  of  amnesty.     May,  1865. 

2.  Carries  out  presidential  theory.     1865. 

a.  Appoints  governors  in  Southern  States. 

b.  Each  state  forms  new  government. 

3.  The  Thirteenth  Amendment  adopted  1865. 

a.     What  amendment  is. 

VI.     Apposition  of  Congress. 

1.  Reasons. 

a.  The  "Black  Codes." 

b.  Desire  to  punish  the  South. 

c.  Hatred  of  president. 

d.  Desire    to    continue    the    Republican    party    in 

power. 

2.  Johnson  denounces  Congress. 

3.  Freedman's  Bureau,  and  Civil  Rights  Bill,  and  Four- 

teenth Amendment. 

4.  Tenu/e  of  office  act. 

5.  Removal  of  Stanton. 

6.  Impeachment  of  the  President. 

VII.     Congressional  Reconstruction. 

1..     Method.  .  \ 

a.  South  divided  into  districts. 

b.  Military  governor  in  each. 

2.  Results. 

a.  The  "Carpet-bag"  governments. 

b.  Negro  control. 

c.  Corruption. 

d.  Demoralization  of  finances  and  state  debts. 

3.  Southern  apposition. 

a.  Activity  of  young  Southerners. 

b.  Ku  Klux  Klan. 

VIII.     Foreign  Questions. 

1.  Mexico. 

2.  Purchase  of  Alaska. 

3.  Burlingame  and  Treaty  with  China. 


FOR   THE   ELEMENTARY   SCHOOLS   OP   OHIO.  109 

References:     For    teachers.     Rhode's,    McMaster's,    and    Wilson's 
History  of  United  States,  Hart's  Essentials  in  American  History. 

For  pupils:     Any  of  the  Elementary  Texts  on  American  History. 

Grant's  Administration. 

A.  Biography. 

1.  Short  sketch  of  his  life. 

2.  Politics. 

3.  Opponents. 

4.  Term  of  office. 

5.  Vice  President. 

B.  Inauguration. 

1.     Discourtesy  of  Johnson. 

C.  Chief  Events.  • 

1.  Railroads. 

A.  Union  Pacific. 

1.  Length  and  extent. 

2.  Time  of  building. 

3.  Cost. 

B.  Central  Pacific 

1.  Extent  and  location. 

2.  Connection  with  Union  Pacific. 

3.  Effect  upon  the  country. 

2.  Finances. 

A.     Fiske  and  Guild  Scheme. 

1.  Plan. 

2.  Grant  connected. 

3.  Black  Friday. 

4.  Government  interference. 

5.  Result. 

3.  B.    Tweed  Ring. 

1.  Plan  of  operation. 

2.  Exposure. 

3.  Arrest  oi  Tweed. 

4.  His  escape,  recapture,  imprisonment. 

5.  Proposed  bribe  to  Thos.  Nast,  cartoonist. 

C.  Credit  Mobilier. 

1.  Oakes  Ames. 

2.  Investigation. 

3.  Effect  of  scandal. 

D.  Whiskey  Ring. 

1.  Date. 

2.  Where. 

3.  Plan. 


110  MANUAL   OF    UNIFORM    COURSE   OF    STUDY 

E.  Panic  1873. 

1.  Cause. 

2.  Duration. 

3.  Legislation. 

A.  Fifteenth  Amendment. 

1.  Passage  and  provisions. 

2.  Ratification. 

3.  Reconstruction  complete. 

B.  Force  Bill — Passage  and  provisions. 

C.  Amnesty  Act — Passage  and  provisions. 

D.  Plan  to  buy  San  Domingo. 

1.  Action  of  Senate. 

2.  Senate. 

E.  English  Quibbling. 

1.     Washington  treaty, 
a.     General  Tribunal. 

1.  Representatives — Number. 

2.  Place  of  meeting. 

3.  Duties. 

4.  Awards — Alabama  Claims. 

Northwest  Boundary. 

F.  Establishment  of  Weather  Bureau. 

1.  Date. 

2.  Duties. 

G.  Coinage  Act  of  1873 — Effect. 

H.     Purchase  of  Alaska — From  whom? — Price? 

4.  Political  Quarrels. 

A.  In  Louisiana. 

1.  Kellogg  government. 

2.  Carpet  baggers,  scalawags. 

B.  In  South  Carolina  and  other  states. 

C.  Civil  War  in  Arkansas. 

1.  Grant's  Action. 

2.  End  of  Conflict. 

D.  Ku  Klux  Klan. 

5. 


Indian  Wars. 

A.     Modoc. 

1.     Cause. 

/ 

2.     Date. 

3.     Plan  of  government—Its  frustration. 

4.     Leaders  of  U.  S. 

5.     Result. 

FOR    THE    ELEMENTARY    SCHOOLS    OF    OHIO.  Ill 

B.     Sioux. 
i.     Cause. 

2.  Date. 

3.  Leaders. 

4.  Custer's  Massacre. 

5.  Termination. 

6.  New  State. 

■ 

A.     Name,  Date,  Nickname. 

7.  Three  Fires — Location,  Extent. 

8.  Centennial. 

A.  Where. 

B.  When. 

C.  Opening. 

9.  Invention. 

A.  Electric  Light. 

B.  Telephone. 

10.     Presidential  Campaign. 

A.  Parties  in  the  field. 

B.  Issue. 

C.  Candidates  of  each  party. 

D.  Result. 

References'.     See  preceding  administrations. 

Hayes. 
A.     Biography. 

1.     Sketch  of  Life. 


Politics. 
Opponents. 
Term  of  office. 
Vice  President. 

B.     Chief  events. 


1.  Withdrawal  of  troops  from  South. 

2.  Domestic  troubles. 

A.     Strikes. 

1.     Railroad. 

a.  Cause. 

b.  Leader. 

c.  Roads  affected. 

d.  Riots. 

1.  Where. 

2.  How  quelled. 

3.  Result. 


112  MANUAL    OF    UNIFORM    COURSE   OF    STUDY 

B.     Coal  Miners. 

i.     Molly  McGuire. 

a.  Tramp  McKenna. 

b.  End  of  band. 
3.     Indian  Troubles. 

A.     Nez  Perves. 

1.  Chief. 

2.  Plan. 

I  3.     Opponents. 

4.  Results. 

5.  Chief  Joseph's  visit. 
*  4.     Yellow  River. 

5.  Imprisonment. 

A.     On  Mississippi. 

1.  At  Mouth, 
a.     Need. 

I  .  b.     Plan. 

c.  Engineer. 

d.  Accomplishment  and  result,    s 

2.  At  source. 

a.  Capt.  Jonathan  Carver. 

b.  Wm.  Morrison. 

c.  Lieut.  Pike. 

d.  Schoolcraft. 

e.  How  named. 

6.  Finances. 

A.  Paper  money — Its  value  before  and  after  the  war. 

B.  National  Debt. 

C.  Silver. 

1.  Redemption  of  Specie. 

2.  Bland  Silver  Bill— Effect? 

7.  Legislation. 

A.  Treaty  with  China. 

1.  Date. 

2.  Provisions. 

B.  Halifax  Commission. 
1.    Verdict. 

8.  Grant's  trip  around  World. 

9.  Presidential  Campaign. 

a.  Parties  in  the  field. 

b.  Issue. 

c.  Candidates  of  each. 

d.  Result. 

References:    See  Preceding  Administrations. 


FOR    THE   ELEMENTARY    SCHOOLS    OF   OHIO.  113 

Garfield  and  Arthur. 

A.  Biography. 

i.     Sketch  of  life, 

2.  Politics. 

3.  Opponents. 

4.  Term  of  office. 

5.  Vice  President. 

B.  Chief  Events. 

1.  Star  Route  Fraud. 

a.  Prosecution. 

b.  Result. 

2.  Assassination  of  President. 

3.  New  President.     « 

a.     Sketch  of  his  life. 

4.  Legislation. 

a.  Civil  Service — Date — Provisions. 

b.  Letter  postage  reduced. 

c.  Alien  Labor  Law — Provisions — Date. 

d.  Anti-Polygamy  Bill. 

5.  Improvements. 

a.     Suspension  Bridge. 

1.  Location. 

2.  Between  what  cities. 

3.  Time  in  building. 

4.  Length  and  structure. 

6.  Celebrations. 

a.  Yorktown. 

b.  Cotton  Centennial. 

7.  Explorations. 

a.  Of  Alaska. 

1.  When. 

2.  By  whom. 

3.  Result 

b.  North  Pole. 

1.  By  whom, 

2.  Difficulties. 

3.  Relief  party. 

4.  Rescue. 

5.  Result 

8.  Presidential  Campaign. 

a.  Parties. 

b.  Issue. 

c.  Candidates. 

d.  Result. 


8    s.  c. 


114  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 


2. 


Cleveland's  First  Term. 

A. 

Biography. 

I. 

Sketch   of   Life. 

2. 

Politics. 

3- 

Opponents. 

4- 

Term  of  office. 

5- 

Vice   President. 

B. 

Chief  Events. 

i. 

Troubles. 

A. 

Indians. 

i. 

Apache. 

a.  Cause. 

b.  Date. 

c.  Events. 

d.  Results. 

B. 

Labor. 

I. 

Strikes. 

a.  New  York. 

b.  Northwest. 

c.  Chicago. 

i.     Events. 
2.     Result. 

2. 

Knights  of  Labor. 

3- 

Black  List. 

4- 

Boycott. 

5- 

American  Federation. 

a.  When  organized. 

b.  Where. 

- 

c.     Influence. 

i.     How  shown. 

C. 

Disasters. 

I. 

Earthquakes. 

a.     Date,  Place,  Extent  of  destruction. 

2. 

Tornadoes. 

b.     Date,   Place,  Extent  of  destruction, 

3- 

Blizzards. 

Leg 

jisla 

c.     Date,  Place,  Extent  of  destruction, 
tion. 
a.     Presidential  Succession  law. 
i.     Date,  Provisions. 

b. 

Electoral  Court  Act. 
i.     Cause. 

2.  Date. 

3.  Provisions. 

FOR   THE   ELEMENTARY   SCHOOLS   OF   OHIO.  115 


c. 

Interstate  Commerce  Act. 
1.     Cause. 

2.  Date. 

3.  Provisions. 

d. 

Anti-Contract  Labor  Law  . 

e. 

Mill's  Tariff  Bill. 

2.  Provisions. 

3.  Fate. 

3.     Provisions. 

f. 

Dep't.  of  labor. 

1.  When  created. 

2.  Duties. 

3- 

Finances. 

a. 

Surplus. 

b. 

Proposed  reduction. 

4- 

Statue  of  Liberty. 

a. 

Whose  work. 

b. 

Brief  description. 

c. 

How  did  U.  S.  get  possession 

d. 

Unveiling. 

e. 

Nickname. 

5. 

Presidential  Campaign. 

a. 

Parties  in  field. 

b. 

Issue. 

c. 

Candidates. 

d. 

Result. 

References 

:     Any  American  school  history. 

Harrison's  Administration. 

A. 

Biography. 

1. 

Sketch  of  life. 

2. 

Politics. 

3. 

Opponents. 

4- 

Term  of  office. 

5- 

Vice  President. 

B. 

Chief  Events. 

1. 

Troubles. 

a.     Sioux  Indians. 

1.  Leader. 

2.  Events. 

3.  Result. 

b. 

Labor. 

1.  Homestead  Strike  and  Riot, 

2.  Trust  agitation. 

116  MANUAL    OF    UNIFORM    COURSE   OF    STUDY 

c.     Disasters. 

i.     Johnstown   Flood. 

a.  Cause. 

b.  Date. 

c.  Events. 

2.     Naval  disaster  at  Samoa. 

2.  Legislation. 

a.  McKinley's  Tariff  Act. 
i.     Date. 

2.     Provisions. 

b.  Sherman  Act. 
i.     Date. 

2.     Provisions. 

c.  Ballot  Reform. 

d.  Chinese  Exclusions  Act. 

e.  International  Copyright  Law. 

f.  Dep't.  of  Agriculture. 
i.     When  created. 

2.    Duties. 

3.  Farmers'  Alliance. 

a.  Cause. 

b.  Date. 

c.  Strength. 

(1)  Plan   for  Congressional  Legislation. 

(2)  Sub-treasury  Plan. 

(3)  Land  Mortgage  Plan. 

(4)  Rise  of  People's  Party. 

4.  Opening  of  Oklahoma. 

5.  Centennial. 

a.  Washington. 

1.     When,  Why,  Events. 

b.  Patent  office. 

1.  Number  of  patents. 

2.  First  patents. 

6.  Pan  American  Congress. 

a.  Date. 

b.  Representatives. 

c.  Place  of  meeting. 

d.  Object. 

7.  Woman's  Suffrage. 

a.     First  state  to  grant  it. 
t>     Others  that  followed. 


FOR  THE  ELE3SCENTARY   SCHOOLS   OF   OHIO.  117 

8.  Building  new  navy. 

a.  Number  of  ships. 

b.  Name  them. 

9.  Six  new  states. 

a.  Name  them. 

b.  Dates  of  admission. 
10.     Presidential  Election. 

a.  Parties  in  the  field. 

b.  Issue. 

c.  Candidates. 

d.  Result. 

References:     Magazine  Articles — Any  U.  S.  School  History,  Wil- 
son's History  of  the  United  States. 

Cleveland's  Second  Term. 

A.  Term  of  Office.  • 

B.  Vice  President. 

C.  Chief  Events. 
1.     Exhibition. 

a.  World's  Columbian  Exhibition. 

1.  Place. 

2.  Date. 

3.  Cost. 

4.  Attendance. 

b.  Labor  troubles. 

1.  Strikes. 

a.  Where. 

b.  Causes. 

c.  Result. 

2.  Coxey's  Army. 

a.  Attempts.. 

b.  Results. 

3.  Legislation. 

a.     Extra  session  of  congress. 
E.     Cause. 

2.     Repeal  of  Purchase  clause  of  Sherman 
Act. 
b.     Gorman- Wilson  Act. 
c    Repeal  of  Force  Ball, 
-d.    General  Arbitration  Treaty. 
x.     By  whom  signed. 
2.     Purpose. 
3.    Date. 
e.     Settkment  of  Behring  Dispute. 


118  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

4.  Venezuela  Boundary.  '  \ 

a.  Dispute. 

b.  Outlook. 

c.  President's  action. 

d.  Result. 

5.  Finance. 

a.     Panic  pf  1893. 

1.  Cause. 

2.  Duration.  _ 

3.  End. 

6.  Establishing  the  Republic  of  Hawaii. 

a.  How  modelled. 

b.  How  recognized  by  President. 

c.  Duration. 

d.  Annexation. 

7.  New  State. 

a.  Name. 

b.  Date  of  admission. 

8.  Presidential  Campaign. 

a.  Parties  in  the  field. 

b.  Issue. 

c.  Candidates. 

d.  Result. 

References:     See  Harrison's  administration. 

McKinley,  William  (born  in  Niles,  O.,  1843  >'  died  of  an  assassin's 
wound  in  Buffalo,  N.  Y.,  1901),  twenty-fifth  President  of  the  United 
States.  He  reached  the  rank  of  major  in  the  Civil  War;  was  attorney 
of  Stark  County,  Ohio,  1869-1871 ;  Republican  Member  of  Congress 
from  Ohio,  1877-1891 ;  chairman  of  the  platform  committee  in  Re- 
publican National  conventions  of  1884  and  1888 ;  chairman  of  the  Com- 
mittee on  Ways  and  Means  in  Congress,  1889-1891 ;  Governor  of  Ohio, 
1891  and  1893;  elected  President  1896  and  re-elected  1900.  The  notable 
events  of  his  administration  were  the  passage  of  a  protective  tariff  bill, 
the  war  with  Spain  to  free  Cuba,  and  the  annexation  of  the  Hawaiian 
Islands.  He  was  shot  at  the  Pan-American  Exposition,  September  6th, 
and  died  on  the  14th ;  his  order  to  Dewey ;  delays  hostilities  with  Spain ; 
calls  for  volunteers ;  orders  fleet  to  sail ;  his  order  to  Sampson ;  his  action 
concerning  Hawaii. 

References :  Biography  by  Robert  P.  Porter ;  King,  Our  Conquests 
in  the  Pacific;  Whitney,  Hawaiian  America;  Universal  Cyclopaedia, 
article  on  "William  McKinley."  Consult  also  McKinley 's  speeches,  com- 
piled by  Joseph  Smith. 

War  with  Spain,  (a)  The  Maine  blown  up,  (b)  Battle  of  Manila, 
(c)  Blockade  of  Cuban  Harbor,  (d)  Spanish  fleet  destroyed,  (e)  Peace 


FOR   THE   ELEMENTARY   SCHOOLS   OF   OHIO.  119' 

Treaty,  (a)  Cuba  given  freedom,  (b)  The  Phillipines,  Guam  and  Porto 
Rico  ceded  to  the  United  States,  (c)  The  United  States  paid  Spain  $20,- 
000,000,  (d)  The  United  States  established  a  new  national  policy.  (1) 
As  to  trade,  (2)  As  to  humanity,  (3)  As  to  protecting  American  soil, 
(4)  As  to  expansion  of  territory,  (5)  As  to  educating  illiterate  colonies, 
(6)  As  to  world  politics,  (7)  As  to  our  Army  and  Navy. 

Prominent  Men  of  War — Dewey,  Manila ;  Hobson,  Santiago ;  Samp- 
son, Santiago;  Shafter,  Santiago;  Roosevelt,  Juan  Hill  and  El  Caney 
with  the  Rough  Riders,  and  Schley,  Santiago  Harbor. 

References:  McMaster's,  Hart's,  Mace's,  Gordy's,  McLaughlin  and 
Van  Tyne's,  and  James  and  Sanford's  American  Histories. 

Roosevelt's  Administration. 

A.  Date. 

B.  Vice  President. 

C.  Facts  of  his  life. 

D.  His  reforms. 

1.  Civil  Service. 

2.  Conservation  of  National  Resources. 

3.  Governmental  regulations  of  public  utilities. 

4.  Governmental  investigation   of  vast   combinations   and 

corporations. 

5.  Honesty  in  public  life. 

E.  The  Panama  Canal. 

F.  Alaskan  boundary  and  gold  mines. 

G.  Prominent  factor  in  settling  war  between  Russia  and  Japan. 
H.     Exposition  at  Seattle. 

I.  Centennial  Fair  at  Portland. 

J.  Jamestown   exposition. 

K.  Exposition  at  Seattle. 

L.  Intervention  in  Cuba. 

M.  Settlement  of  Coal  Strike  in  Penn. 

N.  Interstate  commerce  commissions  authority  increased. 

O.  Naval  trip  around  the  world. 
References :     Current  Magazine  Articles. 

Taft's  Administration. 

A.  Date. 

B.  Vice  President. 

C.  Payne-Aldrich  Tariff  Bill. 

D.  Facts  of  his  life. 

E.  Dissolution  of  Great  Trusts. 
1.     Standard  Oil. 


120 


MANUAL    OF    UNIFORM    COURSE   OF    STUDY 


2.     Sugar. 

3.     Tobacco. 
4.     Meat  Packers. 

F.  Conservation   of   Natural  resources   continues   to  be  great 

problem. 

G.  Trouble  between  labor  and  capital  as  to  the  employment  of 

non-union  men, 
H.     Russian  treaty. 

I.     Proposed  Reciprocity  with  Canada. 
J.     Threatened  trouble  with  Mexico. 
K.     Current  Events. 
References:     Current  magazines  and  daily  papers. 


Territorial  Expansion. 


I.     Introduction. 


II. 


1.  What  we  mean  by  territories. 

2.  The  original  U.  S.  Boundaries. 

3.  Territorial  Government. 

4.  Ordinance  of  1787.     First  territorial  government  of  Ohio. 
Drawn  up  by  Congress  of  Confederation. 

h.     Purpose, 

c.  Date  1787. 

d.  Provisions. 

1.  Property  rights  protected. 

2.  A  governor,  secretary,  and  three  judges. 

3.  Duties  of  the  officers. 

4.  Later  provision  for  a  legislature. 

5.  Rights  guaranteed  to  residents  of  the  territory. 

a.  Religious  liberty. 

b.  Trial  by  jury. 

c.  Provisions  for  schools. 

d.  Slavery  prohibited. 

e.  States  to  be  formed. 

e.  Gen.  St.  Clair  first  governor. 

Lousiana. 

1.  Review  settlement  by  France. 

2.  Ceded  to  Spain  1763.     Why? 

3.  Receded  to  France  1800.     Why? 

4.  Purchase  by  United  States. 
a.     Date,   1803. 

.    b.  Causes  and  reasons-  for  purchase. 

c.  Price  paid. 

d.  Boundaries. 

e.  Results  and  importance. 


FOR   THE   ELEMENTARY   SCHOOLS   OF   OHIO.  121 

f.  Explored  by  Lewis,  Clank,  and  Pike. 

g.  National  resources  and  climate. 

III.  Florida. 

i.     Review  explorations  and  settlements  by  the  Spaniards — St. 
Augustine. 

2.  West  and   East   Florida.      West  Florida  claimed  by  the 

French. 

3.  Ceded  by  Spain  to  England,  1763,  Why? 

4.  Ceded  by  England  to  Spain,  1783,  Why? 

5.  Dispute   between    United    States    and    Spain    over     West 

Florida. 

6.  Purchase  by  United  States. 

a.  Date  1819. 

b.  Reasons. 

c.  Price. 

d.  Boundaries. 

e.  Results  and  importance. 

f.  Natural  resources  and  climate. 

IV.  Texas. 

1.  Review  Spanish  explorations  and  settlements. 

2.  Mexico  gains  independence  from  Spain.     Texas  included- 

3.  Americans  settle  in  Texas.     Reasons? 

4.  The  Texan  Resolution.  % 

a.  Causes. 

b.  Leaders. 

1.  Sam  Houston. 

2.  David  Crockett. 

c.  Result — Independence  of  Texas. 

5.  Application  for  admission  to  the  Union. 

6.  Attitude  of  United  States. 

a.  North. 

b.  South. 

7.  Annexation  of  Texas.     1845. 

8.  Boundaries  and  importance. 

9.  Natural  resources  and  climate. 
V.     Oregon. 

1.     Exploration  of  Drake. 


Lewis  and  Clarke. 

John  Jacob  Astor  and  the  fur  trade. 

Marcus  Whitman. 

Joint  occupation  with  England. 

Treaty  of  1846. 

Boundaries  of  territory  obtained  by  United  States. 

Natural  resources  and  climate. 


122  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

VI.     California  and  South  West. 

i.     Review  settlements  and  explorations  of  Spaniards. 

2.  Later  a  part  of   Mexico. 

3.  Mexican  War. 

a.  Causes. 

b.  Results — Annexation  of  California  1848. 

4.  Boundaries  and  Natural  resources. 

5.  Discovery  of  Gold. 

6.  Admission  of  California  as  a  State.     1850. 
VII.     Gadsden  Purchase. 

1.  Former  boundary  at  Gila  River. 

2.  Cause — Southern  Pacific  railroad. 

3.  Purchase  of  territory.     1853. 

4.  Boundaries. 
VIII.     Alaska. 

1.  Settled  and  explored  by  Russians. 

2.  Reasons  for  purchase. 

3.  Date  1867. 

4.  Price. 

5.  Boundaries. 

6.  Natural  resources  and  climate. 
IX.     Hawaii. 

1.  Early  condition. 

2.  Revolt  against  Queen. 

3.  Policy  of  Pres.  Cleveland. 

4.  Annexation  1898. 

5.  Location,   size,   population   and   resources. 
X.     The  Philippines. 

1.  Discovered  by  Magellan. 

2.  Early  condition  of  the  Islands. 

3.  Objections  to  Spanish  rule  by  natives. 

4.  Rebellions. 

5.  Spanish  American  War. 

a.  Dewey's  Victory. 

b.  Islands  obtained  by  United  States  1898. 

6.  Revolt  against  United  States. 

a.  Causes. 

b.  Leader — Aguinaldo. 

c.  Failure  of  revolt.     / 

d.  Pacification  of  Islands. 

7.  Location,  climate,  and  natural  resources. 

8.  Size,   extent,   and  population. 

9.  Government. 

10.     Present  conditions. 


Aanxs  ao  asanoD  HHoaiNn  ao  rivnNvw  123 

XI.     Porto  Rico,  Howland,  and  Samoan  Islands,  Guam  and  Drake 
Islands.     I.     In  each  case  bring  out  (a)  How  acquired,  (b) 
when,  (c)  present  conditions. 
XII.     Draw  sketch  map  of  U.  S.  showing  the  above  acquisitions  of 
territory  and  present  possession. 

References :  Spark's  Territorial  Expansion  of  United  States,  Hart's 
Essentials  of  American  History,  James  and  Sanford's  American  History, 
McLaughlin's  History  of  American  Nation,  Ashley's  American  Govern- 
ment, Roosevelt's  Winning  of  the  West. 

Political  Parties,  Politics  and  Civics. 
I.     History  of  Political  Parties. 

A.  Origin  of  parties  to  1795. 

1.  Patriotic  and  Tory  parties  in  Revolution. 

2.  In  Constitutional  Convention. 

a.  Large  State  party. 

b.  Small  State  party. 

1.  Basis  of  each. 

2.  Differences. 

3.  During  ratification  of  Constitution  by  States. 

a.  Federalists. 

b.  Anti-federalists. 

1.  Principles  of  each. 

2.  Men  who  were  leaders  of  each  party. 

4.  In  Washington's  Administration. 

a.  Broad  Constructionists  or  Federalists. 

1.  Principles. 

2.  Leader — Hamilton. 

b.  Strict  Constructionists  or  Republicans. 

1.  Principles. 

2.  Leader — Jefferson. 

c.  Origin  of  the  names  of  the  parties. 

B.  The  Federalist — Republican  period — 1795  to  1825. 

1.  The  Federalists  control  under  Adams. 

2.  Control  passes  to  the  Republicans. 

3.  Leaders  during  the  period. 

a.  Federalists. 

b.  Republicans. 

4.  The  End  of  the  Federalist  party.    ■ 

C.  The  Democratic — Whig  period,  1825-1859. 

1.  The  Presidential  Election  of  1834. 

2.  Opposition  to  J.  Q.  Adams  by  the  followers  of  Jackson. 


124  MANUAL   OF   UNIFORM    COURSE  OF   STUDY 

3.  Formation  of  new  parties. 

a.  National  Republican. 

b.  Democratic. 

c.  Principles. 

d.  Leaders. 

e.  The  policy  of  Jackson. 

4.  The  beginning  of  the  Whigs. 

a.  National  Republican  party  becomes  the  Whig  party. 

b.  Whig  principles. 

c.  Clay  as  leader. 

5.  The  Democrats. 

a.  Democratic — Republican  party  becomes  the  Demo- 

cratic party. 

b.  Principles. 

c.  Leaders-. 

6.  The  formation,  of  the  Liberty  Party. 

a.  Question  of  Slavery. 

b.  Principles  and  purpose. 

c.  Leaders. 

7.  The  formation  of  the  Free  Soil  party. 

a.  Origin. 

b.  Purpose. 

c.  Principles 

d.  Leaders. 

8.  The  Know-Nothing  Party, 
a,  b,  c,  &  d,  (See  7  above). 

9.  End  of  the  Whig  Party, 
a.     Reasons. 

10.     The  Kansas-Nebraska  Bill. 

a.     How  the  bill  affected  the  parties. 

D.     The  Democratic — Republican  Period. 
1854  to  present  time. 

1.  Formation  of  the  Republican  party. 

a.  Causes. 

b.  Purposes. 

c.  Principles. 
•      d.  Leaders. 

e.  Elements. 

1.  Anti  Slavery  Whigs. 

2.  Anti  Slavery  Democrats. 

3.  Anti   Slavery  Know-nothings. 

4.  Free  Soil  Party 

2.  Election  of  i860  and  Democratic  Split. 

3.  Republican  party  during  the  War. 


FOR   THE   ELEMENTARY   SCHOOLS   OF  OHIO.  125 

4.  Republican  party  during  Reconstruction. 

5.  The  National  Greenback  party. 
(See  C  7  above). 

6.  The   Prohibition   Party   . 
(See  C  7  above). 

7.  The  Populist  Party. 
(See  C  7  above). 

8.  The  Socialist  Party. 
(See  II  C  below). 

II.     Political  Conditions  at  present  time. 

A.  The  Republican  Party. 

1.  Elements  or  "factions." 

a.  The  Conservative  Element. 

1.  Principles. 

2.  Leaders. 

b.  The  Progressive   Element. 

1.  Principles. 

2.  Leaders. 

2.  General  attitude  of  the  party  and  present  conditions. 

B.  The  Democratic  Party. 

(See  A  1  and  2  above). 

C.  The  Socialist  Party. 

1.  History  and  growth. 

2.  Principles. 

3.  Leaders. 

4.  Recent  successes. 

D.  The  Prohibition  Party. 

(See  II  C  1,  2,  &  3  above). 

E.  Minor  Parties  at  present. 

1.  Names. 

2.  Principles. 

3.  Leaders, 
ill.     Civil  Government. 

A.    The  National  or  Federal  Government. 
1.     President  and  Cabinet — Executive. 

a.  The  executive  power. 

b.  Election. 

c.  Time  of  office  and  Salary. 

d.  Duties. 

e.  Cabinet  officers. 

1.  Names. 

2.  Time   and   salary. 

3.  Duties  of  each. 


126 


MANUAL    OF    UNIFORM    COURSE    OF    STUDY 


2.  Congress — Legislative, 
a.     Name  of  two  houses. 

Manner  of  choosing. 

Term  and  Salary. 

Duties  of  Members. 

Procedure  in  passage  of  a  bill. 

When  Congress  meets. 

Officers  of  each  house. 

3.  Courts — Judical. 

a.  Grades  of  courts. 

b.  How  chosen. 

c.  Term  and  Salaries. 

d.  How  courts  are  conducted. 

B.  State  Government  of  Ohio. 

1.  Governor  and  State  officers — Executive. 

a.  How  chosen. 

b.  Terms  and  Salary. 

c.  Duties  of  Governor. 

d.  Duties  of  other  state  officers. 

2.  General  Assembly — Legislative. 
(See  A  2  above). 

3.  Courts — Judicial. 
(See  A  3  above.) 

C.  Local  Government. 

1.  County. 

a.  Names  of  county  officers. 

b.  How  chosen. 

c.  Terms  and  Salary. 

d.  Duties  of  each. 

2.  Township. 

(See  C.  1  above.) 

3.  City  or  town. 
(See  C.  1  above.) 

D. .  General   Questions. 

1.  How  taxes  are  levied  and  collected. 

2.  How  trials  are  conducted  in  courts. 

3.  How  relations  are  carried  on  with  foreign  countries. 

4.  The  school  system  of  Ohio. 

5.  Public  Prisons,  Asylums  and  Charities. 

6.  The  National  Army  and  State  Militia. 

7.  The  National  Navy. 

8.  Recent  political  questions  and  issues. 


FOR    THE   ELEMENTARY    SCHOOLS    OF    OHIO.  127 

References : 

For  pupils: — 

Peterman's,  Civics. 

Boynton,  School  Civics. 

Forman,  Civil  Government. 
For  teachers : — 

Ashley,  American  Federal  State. 

Ashley,   American   Government,    (Revised). 

Hart,  Actual  Government. 

Wilson,  The  State. 

Bryce,  American  Commonwealth. 

Siebert,  Government  of  Ohio. 

Industrial  Development. 

A.  Trusts    and    corporations    started    in    last    part    of    19th 

Century. 

1.  Cheapened  cost  of  production. 

2.  Enlarged  the  scale  of  buying  and  selling. 

3.  Induced  labor  to  organize. 

4.  Made  the  problems  of  labor  and  capital  more  complex. 

5.  Necessitated  laws  governing  corporate  wealth. 

6.  Made  possible  the  accumulation  of  greater  wealth  than 

ever  before  in  the  history  of  the  world. 

7.  Aided  the  development  of  the  country. 

B.  Railroads  and  Electric  Roads. 

1.  Number  of  miles. 

2.  Cost  of  shipping  and  transporting. 

3.  Interstate  Commerce  Commission. 

a.  How  organized. 

b.  Number  of  men. 

c.  Duties  and  powers. 

d.  Purpose. 

e.  Work  accomplished. 

4.  Express  companies. 

5.  Telegraph  lines. 

C.  Telephones. 

D.  Improvement  of  Waterways  and  Canals. 

E.  Public  Highways. 

F.  Panama  Canal. 

G.  Improved   machinery   for   farm,   factory,   locomotion,   and 

office. 
H.     Cities. 

1.     Rapid  Growth. 

a.  Cause. 

b.  Present  condition. 


128  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

c.     Government. 
i.     Advantages. 
2.     Defects. 

2.  Sanitary  Conditions. 

a.  Tenement  houses. 

b.  Streets  and  alleys. 

c.  Parks  and  playgrounds. 

d.  Health  department. 

3.  Efforts  to  Control  Vice. 

a.  Industrial  schools.  N 

b.  Juvenile  courts. 

c.  Homes  of  redemption. 

d.  Efforts  through  public  schools. 

e.  Y.  M.  C  A. 

1  f 

g.     Police  department. 
I.     Rural  Communities. 

I.     Efforts  to  build  up  fertility  of  soil. 

a.  Agricultural  colleges. 

1.  Where. 

2,  How  maintained. 

b.  Experiment  stations. 

1.  Where. 

2.  How  maintained. 

3.  Purpose. 

4.  Accomplishments. 

c.  Agricultural   education  in  public   schools. 

d.  Agriculture  department  at  Washington. 

e.  Improved  methods  of  farming. 
J.     Reclamation  of  Arid  West. 

1.  Irrigation. 

2.  Dry  Farming. 

3.  Government  Laws,  etc. 

4.  See  acquisition  of  territory. 

5.  Giving  away  of  government  lands  to  people  who  will 

prove   them. 
a..    How  prove  a  claim. 

b.  Cost  of  land  proving. 

c.  Territory  last  opened. 

6.  States  admitted  since  the  Constitution  was  adopted. 

K.     Development  of  mineral  products.     Coal,  Gold,  Silver,  Pe- 
troleum, Lead,  Copper,  etc. 

1.  Different  uses  of  each. 

2.  Where  found  principally. 

3.  Where  manufactured. 


FOR   THE   ELEMENTARY   SCHOOLS   OF   OHIO.  129 

L.     Education. 

i.     Universities  and  colleges. 

2.  Normal  schools. 

3.  Private  schools. 

4.  Public  school  system. 

References:  The  Challenge  of  the  City — Strong,  Congressional 
Records,  Bulletins  of  the  Department  of  Agriculture  of  the  States  and 
Nation,  Bulletins  of  the  Department  of  Education  of  the  States  and 
Nation,  The  Rise  of  the  West — Turner  Vol.  XIV.,  National  Develop- 
ment— Sparks,  Expansion  of  American  People — Sparks,  The  Winning 
of  the  West — Roosevelt,  America  as  a  World  Power — Latane,  When 
America  was  New — Jenks,  The  Making  of  the  Ohio  Valley  States — 
Earle.  The  Community  and  the  Citizen — Dunn. 

ARITHMETIC. 

INTRODUCTORY. 

By  S.  L.  Turnipseed,  New  Richmond,  Ohio, 
The  purpose'  of  the  work  in  the  elementary  grades  is  to  teach  the 
fundamental  facts  of  numbers  that  the  pupil  may  be  able  to  use  the 
tools  of  mathematics  skillfully:  to  give  ability  to  apply  knowledge  of 
essential  processes  to  the  solution  of  simple,  practical  problems :  to  af- 
ford a  working  knowledge  of  a  few  of  the  simple  and  more  fundamenta] 
elements  of  arithmetic,  algebra  and  geometry. 

The  "essential  processes"  may  be  classified  as  follows : 

1  Arabic 


1.  Writing  numbers  Integers  Roman  (to  C). 

Common   Fractions. 

Decimal  Fractions. 
Addition 
Subtraction  Integers. 

2.  Multiplication  Common  Fractions. 

and  Decimal  Fractions. 

Division  of 

Length 
Surface 
Cubical  Contents 

Denominate  Dry  Measure 

3.  numbers  Liquid   Measure 

with  Avoirdupois  Weight 

tables  of  Time   Measure 

Paper    Measure 
Counting 
U.  S.  Money. 
9    s.  c. 


130 


MANUAL    OF    UNIFORM    COURSE    OF    STUDY 


5- 
7- 


Finding  perimeter,  surface  and  contents  of  familiar  plane  fig- 
ures, and  solids. 

Use  of  the  Common  Aliquot  parts. 
Simple  percentage. 
Simple  interest. 


Proficiency  in  the  use  of  these  processes  is  necessary  not  only  be- 
cause business  life  requires  it  but  also  because  they  furnish  a  satisfactory 
basis  for  mathematics  in  the  advanced  grades. 


i 

2 

3 

4 

5 
6 

7- 


9 

10 


GRADE    I. 

No  formal  work  in  arithmetic  in  this  grade. 

Counting,  comparing,  measuring. 

Combinations  through  ten. 

Counting  by  ones  and  twos  to  one  hundred. 

Roman  notations  to  XX. 

Reading  of  figures  to  enable  pupils  to  find  the  page  in  their 

reading  book. 

The  child's  number  interest  should  be  utilized.     A  few  minutes 

daily  should  be  used  in  relating  this  work  to  the  other  work  of 

the  first  year. 

GRADE    II. 

Some  good  primary  book  in  the  hands  of  the  teacher. 
The  work  should  be  oral  and  limited  to  addition  and  subtract- 
ion. 

Teach  the  addition  and  subtraction  tables.     The  multiplication 
table  to  5's  stopping  at  io. 
Count  by  2's,  5's  and  io's  to  100. 

Drill  much  on^the  forty  two  addition  combinations,     (see  be- 
low.) 

Teach  the  addition  of  two  numbers  and  the  subtraction  of  two 
numbers  in  which  each  order  is  not  greater  than  9. 
Reading  and  writing  numbers  to  1000. 

Measures  used — inch,  square  inch,  pint,  quart,  gallon  to  be  used 
in  a  practical  way. 

Problems   in   all   operations   should   relate  to   life. 
Review  first  year's  work. 


The  following  combinations  should  be  memorized  and  drilled  upon 
until  the  pupil  can  give  the  answer  instantly. 

2222222233333334444445 
2345^7^934567894567895 


55556666777889 
67896789789899 


FOR    THE   ELEMENTARY    SCHOOLS    Ot    OHIO.  131 

GRADE    III. 

Review  first  and  second  year  work.  Teach  and  drill  thoroughly  the 
multiplication  table  completed  to  the  8's.  Associate  the  following  facts, 
5X6=30  6X5=30  i  of  30—6  J  of  30=5  30^-5=6  30-^6=5 
6  5s  is  how  many  6s,  3  7s  is  how  many  7s,  and  so  on,  taking  each  number 
up  to  eight  through  the  series. 

There  is  a  tendency  in  this  grade  to  compare,  to  handle  and  to  ex- 
press what  has  been  discovered — it  will  be  well  to  foster  this  tendency 
by  supplying  material  for  such  work  as  follows : 
Draw  lines  representing  2in,  4m,  6in,  8in,  and  1  foot. 


Make  statements  like  the  following: 

The  sum  of  two  in.  and  four  in.  equals  six  in.  How  many  6  in.  in 
a  foot?  How  many  4m.?  6in.  is  what  part  of  a  foot?  4m.  equals 
what  part  of  a  foot?    What  equals  J  foot?    J  foot?    i  foot?  etc. 

If  a  4  inch  ruler  cost  10c  what  will  a  foot  ruler  cost? 

John  broke  2/3  of  his  ruler  which  was  a  foot  long.  How  many 
inches  did  he  break  off? 

In  the  same  manner  use  ratios  of  time — mo.  and  yr.  Ratios  of 
length-foot  and  yard.     Ratios  of  volume-pint,  quart  and  gallon. 

Review  all  combinations  used  in  the  second  grade.  . 

Constant  intelligent  drill  is  the  chief  means  of  securing  the  desir- 
ed results.  The  work  of  this  third  grade  is  to  get  started  well  in  the 
study  of  addition  and  subtraction,  using  easy  problems  drawn  partly 
from  natural  situations  in  life  and  partly  from  set  lists,  designed  to  im- 
press the  particular  lesson  in  hand.  Always  work  for  accuracy  and 
rapidity.  Rapid  answers  to  the  following  type  problems  should  be  se- 
cured by  the  end  of  the  third  year. 

Addition.-  Subtraction. 

4       3       4-89  672         630       .842 

41243  289         478         496 

3       5       3       3       4  

22216 


When, the  child  is  able  to  solve  any  problem  of  one  step  in  addition 
and  in  subtraction,  two  step  problems  may  be  introduced.  The  one  step 
problems  should  be  drawn  from  the  experiences  of  the  pupils,  as  what  is 
the  cost  of  2  pencils  at  3c  a  piece? 


132  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

How  many  desks  in  a  school  room  if  there  are  5  rows  and  6  desks  in 
a  row? 

Keep  in  mind  the  difference  between  a  one  step  and  a  two  step 
problem  in  addition,  in  multiplication,  in  subtraction,  etc. 

Remember  the  first  essential  in  the  solution  of  a  problem  in  any 
grade  is  to  understand  thoroughly  the  meaning  of  the  example.  Ex- 
ercises in  making  and  drawing  measurements  should  be  given.  Buy 
common  articles  and  compute  the  cost.  Teach  the  divisions  of  the  dial, 
and  halves,  thirds,  fourths  of  60.     Table  of  time  measure. 

A  suitable  book  for  the  third  grade  should  be  in  the  hands  of  the 
pupils. 

GRADE    IV. 

The  most  important  work  in  arithmetic  in  grade  IV  is  the  thorough 
drill  in  the  four  fundamental  processes  with  whole  numbers.  Accuracy 
and  reasonable  rapidity  should  be  secured  in  this  grade.  At  the  end  of 
this  year  the  pupil  should  be  fairly  proficient  in  multiplication,  division, 
addition  and  subtractions,  operations  with  simple  fractions.  Constant 
review  is  vital,  and  especially  drill  upon  the  tables.  Thorough  memoriz- 
ing the  mutiplication  table. 

Roman  notation  completed. 

Simple  operation  in  fractions  involving  the  following  fractions: 
1  $  i  i  t  i  $  i  <fr  i  etc-  Give  many  examples  based  upon  paper  cut- 
ting as  follows :  £  and  f     -|  and  £    J  and  £     i  and  -f  etc. 

Use  similar  problems  in  subtraction.  Let  the  pupils  check  or  prove 
his  work  by  means  of  paper  folding  or  other  objects.  Be  sure  he  images 
the  entire  process.  Mental  problems  requiring  analysis  should  be  given 
in  both  abstract  and  concrete  problems  using  about  one  third  of  the  time 
for  that  work. 

Addition  and  Subtraction. 

Require  pupils  to  check  their  addition  by  adding  reverse  columns, 
similarly  subtraction  should  be  checked  by  the  reverse  process  of  ad- 
dition. Thus  17 — 9=8  is  checked  by  the  process  9  and  8=17.  Drill 
on  addition  and  subtraction  combinations.  When  the  year's  work  is  com- 
pleted the  pupils  should  be  able  to  subtract  rapidly  examples  Mkt  the 
following : 

Subtraction.  Addition 
5306                9270  768 
—3768            —5793                                             443 
252 

324 


FOR    THE   ELEMENTARY    SCHOOLS    OF    OHIO.  133 

Drill  on  recognition  at  sight  such  problems  as  follows : 

Z7    26    83    62 

25     22     28     27  etc. 

All  answers  not  perfect  should  be  rejected.  Races  to  see  who  can 
do  the  problems  most  rapidly  should  be  instituted. 

Multiplication. 

In  multiplication  use  multipliers  not  to  exceed  three  figures.  Intro- 
duce zero  into  the  multiplier  often.  Have  the  pupil  check  his  work. 
See  that  every  pupil  masters  the  multiplication  to  the  12s. 

Rapid  drill  work  in  problems  as  follows : 

867     962     435 
789 


Division. 
Pupils  should  be  shown  the  possible  positions  of  the  quotient. 

542 

3 !  1626  3 1 1626  3J  1626(^42 

542 

Teach  long  division  by  beginning  with  smaller  numbers  first,  not 
using  any  number  of  more  than  two  figures  as : 

3>  5 >  7>  9>  IT>  l2>  2I>  31*  4T>  51*  etc-    Require  pupils  to  check  long  division 
by  reversing  the  process. 

Oral  problems  involving  thought  should  be  given,  always  relating 
them  to  community  interests  as :  the  area  of  a  school  room  after  meas- 
uring it :  school  lot ;  walk,  etc. 

Table  for  U.  S.  money  should  be  learned  and  applied  in  mental 
problems. 

Teach  the  use  of  common  units  in  measuring,  as,  sq.  in.  sq.  ft.  sy.  yd., 
etc.     Also  table  for  linear  measure,  square  measure,  U.  S.  currency. 

The  aliquot  parts,  l/ti  1/3,  x/4,  1/5,  1/10  as  applied  to  100  should  be 
taught.  Factoring  of  simple  numbers  should  be  presented.  Bear  in 
mind  all  the  time  that  the  main  emphasis  in  this  grade  is  to  give  skill 
and  accuracy  in  the  abstract  process  in  the  fundamental  operations. 

grade  v. 

Work  in  the  5th  grade  continues  along  the  same  lines  as  in  the  fourth 
year,  only  more  intensely.  Ratio  and  percentage  is  introduced.  The 
text  book  is  used  more  widely,  supplemented  with  many  outside  problems 
relating  to  the  community. 


134  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

a  touieins  should  now  involve  any  one  or  all  of  the  fundamental  pro- 
cess so  that  the  pupil  may  learn  to  select  the  required  process  and  thus 
be  trained  in  when  to  add,  when  to  subtract,  to  multiply  or  to  divide. 
Review  essential  processes  and  work  of  previous  grades :  Rapid  drills 
in  addition,  subtraction,  multiplication  and  division  to  such  an  extent  that 
it  will  never  again  be  necessary  to  introduce  such  drills  regularly.  Give 
enough  problems  to  secure  and  insure  accuracy  and  speed. 

Factoring  and  Least  Common  Multiple  are  excellent  drills.  Resolve 
into  and  memorize  all  the  prime  factors  of  numbers  from  i  to  100.  Dis- 
tinguish clearly  the  difference  between  prime  and  composite  numbers. 

Fractions. 

Addition,  subtraction,  multiplication  and  division  of  fractions.  Give 
much  drill  in  reduction  of  mixed  numbers  to  improper  fractions  and  the 
reverse.     Teach  relations  of  quantity :  e.  g. 

What  is  the  relation  of  3  to  9?     Ans.  8/9  or  x/9  of  3  or  */»• 
Introduce  cancellation.  If  twelve  tablets  cost  36  cents  what  will  9  cost? 

Solved     36X9_W 
12 

Introduce  analysis :  e.  g.  If  2/3  of  a  load  of  coal  cost  $8,  what  will 
V3  of  a  load  cost?  1  ton?  3-V2  tons?  1/8  load  cost  1/2  of  8  which  is 
$4;  one  load  cost  3X4  which  is  $12.     3-V2  loads  cost  3-Y2Xi2=$42. 

Pupils  should  see  objectively  that  fractions  representing  equal  sized 
parts  or  that  have  the  same  name  may  be  added,  subtracted  or  divided, 
and  comparing  fractions  with  same  denominator,  frequently  calling  for 
original  problems.  Also  fractions  with  unlike  denominators  until  the 
principle  is  thoroughly  established. 

Mixed  Numbers.     Proper  and  Improper  Fractions. 

Pupils  should  first  read  a  mixed  number  as  3-7/8  as  3  whole  and 
V8  of  a  whole.  Reduce  integers  and  mixed  numbers  to  fractions.  Re- 
duction of  improper  fractions  to  integers  or  mixed  numbers. 

The  business  world  seldom  uses  fractions  whose  denominators  are 
higher  than  16,  preferring  to  use  decimals  for  all  such  fractions.  Find- 
ing least  common  denominator  by  inspection  should  be  taught. 

Multiplication  of  Fraction  developed  objectively,  by  means  of  paper 
folding  or  by  drawings. 

Have  pupils  to  draw  a  rectangle  3m.  by  2in.  and  divide  it  into  inch 
squares.    Ask  how  many  squares  in  Yi  of  the  whole. 

V2  of  6?  V3  of  6?  Vi  of"  whole 

%  of  6?  76  of  whole  5/6  of  whole 

&/6  of  6?  Y2  of  Y2  etc.  etc. 


FOR   THE   ELEMENTARY    SCHOOLS    OF   OHIO.  135 

Abundant  practice  in  solving  problems  in  this  process  should  be 
given.  Cancellation  should  be  taught,  giving  sufficient  practice  to  make 
pupils  skillful  in  this  work  as  well  as  in  the  multiplication  and  division 
of  fractions.  Give  examples  as:  Divide  product  of  18X32X50  by 
product  of  15X16.  After  a  little  experience  with  cancellation,  pupils 
will  be  able  to  solve  many  such  problems  mentally.  Cultivate  the  habit 
of  "short  cuts"  in  multiplication  and  division. 

Give  many  two  step  and  three  problems  in  concrete  work  and  have 
pupils  solve  by  cancellation,  as,  If  22  calves  cost  $210  find  the  value  of 
33  calves. 

22  vo  D 

Review  compound  numbers  and  teach  reduction  especial  attention 
given  to  linear,  square,  liquid,  dry  measure,  avoirdupois  weight  and  U.  S. 
currency.     Always  give  practical  problems. 

Get  it  clearly  to  the  pupils  that  a  fraction  may  be  written  a  variety 
of  ways  as:  seven  hundreths,  7  hundreths,  V100,  -°7-  The  last  is  the 
decimal  form  because  it  is  used  only  to  express  fractions  whose  denom- 
inator is  ten  or  a  multiple  of  ten.  Drill  in  reading  and  writing  decimals 
until  the  pupil  will  automatically  associate  one  decimal  place  with  the 
name  tenths,  two  places  wth  hundreths,  three  with  thousandths,  etc. 

Formal  work  in  decimals  may  be  deferred  until  the  sixth  grade, 
particularly  intense  work  in  the  multiplication  of  decimals.  The  subject 
of  decimals  may  be  introduced  by  means  of  Federal  money.  Give  such 
problems  in  addition,  subtraction,  multiplication  and  division  of  decimals 
that  can  be  worked  mentally  as  tenths  and  hundredths  of  a  dollar. 

Mental  Arithmetic. 

Mental  or  oral  arithmetic  should  be  given  daily,  about  one  third  of 
the  time.     Should  include  both  concrete  and  abstract  problems. 

The  chief  aim  of  mental  arithmetic  is  to  give  sufficient  drill  on  es- 
sential processes  and  principles  that  have  been  presented  to  the  class  that 
they  may  become  skillful  and  sure  in  their  use  of  the  principles  taught. 

GRADE    VI. 

The  teacher's  effort  should  be  directed  particularly  to  work  calcu- 
lated to  strengthen  judgment,  to  encourage  independence  and  to  confer 
the  feeling  of  arithmetical  power  actually  possessed.  The  feeling  of  joy 
arising  from  achievement  here  arises  to  a  veritable  craving.  At  the 
outset  of  this  year  a  review  of  the  essential  processes  should  be  made 
emphasizing  the  decimal  processes.  The  pupils  should  have  a  complete 
understanding  of  the  fundamental  operations,  Compound  numbers,  com- 
mon and  decimal  fractions,  measurements,  Bills  and  receipts.  The  pro- 
cess of  finding  percentage  and  rate  should  be  presented.     Explanation 


136  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

of  the  purpose  and  nature  of  interest  should  be  given.  Problems  for  the 
finding  of  interest  and  rate.  Intensify  the  work  in  the  multiplication 
of  decimals.  Begin  by  teaching  how  to  multiply  a  common  fraction  by 
an  integer  as : 

4X2Ao=8Ao         then4X.2=.8 

Then  use  hundreths  as  4X20%0o=80%oo 

Then  give  practice  in  multiplication  multiplying  a  decimal  by  a 
decimal  and  finally  give  the  rule — there  is  no  objection  to  learning  the 
rule  for  multiplication  by  the  rate  method. 

Give  the  pupils  a  wide  experience  in  changing  decimals  to  percents 
and  percents  to  decimals  using  integral  numbers  of  hundreths. 

The  idea  of  percent  should  always  be  associated  with  hundreths. 
Use  the  decimal  fraction  always  in  finding  percent.  Keep  the  work  in 
percent  simple,  using  only  numbers  of  percents  as  4%,  8%,  12%  but  not 
4-1/2%>  8-y2%  etc-  Teach  percent  as  a  phase  of  multiplication  of  deci- 
mals. 

Denominate  Numbers  and  Measurements. 

Have  pupils  to  memorize  thoroughly  the  following  tables :  time, 
weight,  dry  measure,  liquid  measure,  linear  measure,  square  measure  and 
liquid  measure. 

Teach  this  subject  objectively  to  make  the  units  concrete  as  in  meas- 
uring, lay  off  in  the. room  or  school  yard,  a  yard,  square  yard,  rod,  sq. 
rod,  etc.  Have  pupils  to  estimate  lengths,  areas,  weights,  and  verify  by 
actual  measurements.  Reduction  from  higher  to  lower  denominations 
and  from  higher. 

Give  wide  experience  in  reduction  in  the  processes  of  addition  and 
subtraction,  with  less  difficult  work  in  division  and  multiplication  of  com- 
pound numbers.  Take  up  the  measurements  of  right  angled  triangles 
in  this  grade.  Surface  and  volume  of  pyramid,  a  right  prism,  and  draw 
the  figures. 

Papering,  Plastering,  Roofing,  etc. 

Problems  should  be  practical  as : 

A  farmer  feeds  his  team  4  gallons  of  oats,  how  many  quarts  does 
he  feed  at  a  meal? 

A  bought  a  farm  80  rods  wide  by  160  rods  long.     How  many  acres? 

He  planted  one  field  40  by  80  rods  in  corn.  It  cost  $1.25  an  acre 
to  plow  it  and  30c  per  acre  to  cultivate,  and  25c  per  acre  to  plant  it. 
Find  cost  of  plowing.  Of  planting  and  of  cultivating  if  it  was  cultivated 
4  times. 

A  farmer  kept  10  cows,  they  average  12  quarts  of  milk  per  day 
for  9  months  and  16  quarts  for  3  months  in  the  year,  how  much  does 
he  clear  in  the  12  months  if  it  takes  an  average  of  twelve  tons  of  feed 
to  feed  each  cow  and  feed  is  worth  $20.00  per  ton,  and  he  feeds  20  lbs. 
per  day.     Milk  selling  for  3  cts.  per  quart. 


FOR    THE    ELEMENTARY    SCHOOLS    OF   OHIO.  137 

Make  up  different  problems  involving  farm  interests  found  in  dif- 
ferent books,  on  Agriculture.  Study  a  good  list  of  miscellaneous  prob- 
lems involving  denominate  numbers.  Consult  patrons  of  the  district  and 
make  up  problems  on  leading  lines  of  farm  business  as  a  year  in  poultry 
raising,  wheat  raising,  potatoes,  onions,  tobacco,  etc.  It  is  an  excellent 
plan  to  have  pupils  to  prepare  such  problems. 

Common  Fractions. 
Addition  and  Subtraction  of  Fractions. 
Have  pupils  understand  the  fact  and  know  how  to  perform  the  oper- 
ation that  fractions  must  have  a  common  denominator  before  they  can 
be  added. 

Form  of  addition: 

add  6-Vs,  9-Vrs  n-Ve 
L.  C.  M.  of  denominators  is  24. 

6-7/8     21X7=147 
9-Vt     24X3=  72 

ii-76    28x5=140 


27-/16S         259   91 

•  

168  168 

Subtraction  may  be  taught  by  using  similar  form — Allow  no  more 
written  work  to  appear  than  is  in  the  form.  Drill  on  many  problems  in 
both  addition  and  subtraction. 

Teach  a  single  rule  for  the  whole  subject  of  multiplication,  reduce 
all  integers  and  mixed  numbers  to  a  fraction  and  multiply  numerators 
together  for  a  new  numerator  and  denominators  for  a  new  denominator, 
using  cancellation  when  possible  and  change  result  to  simplest  form. 

In  teaching  division  of  fractions,  use  same  rule  after  inverting  the 
divisor.  Special  attention  should  be  given  to  the  following  type  of 
problems  since  they  appear  all  through  the  upper  grades. 

1.  To  find  5/o  of  45.     (By  Analysis). 

2.  To  find  what  part  7  is  of  12.    To  find  what  part  3^  is  of  i . 

3.  To  find  the  number  if  3/7  of  it  is  21. 
Drill  on  these  types. 

Simple  bills,  accounts  and  receipts. 

Have  pupils  make  out  accounts  for  a  month's  expenses  on  the  form. 
Bills  of  expenses  receipted.  Make  the  work  practical  and  frequent. 
Teach  definition  of  simple  terms  under  this  subject. 

Mental  Arithmetic. 

After  a  subject  has  been  taught  a  large  number  of  simple  problems 
should   be  given  in   mental   arithmetic,   so  that   the  pupil  may  become 


138  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

sure  and  skillful  in  the  application  of  the  principle.  About  one  third 
of  the  recitation  period  should  be  given  daily  in  mental  arithmetic.  The 
work  should  be  rapid  and  practical. 

fj.     ■  '  GRADE  VII. 

The  chief  purpose  of  arithmetic  in  the  seventh  and  eighth  grades 
is  to  improve  and  extend  the  work  begun  in  the  grades  below. 

Demote  the  first  two  or  three  weeks  to  drill  upon  the  work  of  frac- 
tions and  decimals  and  fundamental  processes.  A  good  foundation  in 
these  essentials  is  necessary  to  secure  best  results  in  the  advance  work. 

Finish  the  subject  of  simple  interest  and  extend  the  subject  of  per- 
centage to  commercial  discount,  bank  discount,  (simple)  commission, 
taxes  and  insurance  and  simple  problems  in  stocks  and  bonds.  Make 
all  work  practical.  Teach  "standard  time"  to  illustrate  the  arrange- 
ment for  fixing  the  time  in  different  parts  of  the  country.  Do  this 
by  constructing  a  "standard  time"  map,  and  develop  the  subject  by 
practical  questions  as :  What  changes  must  I  make  in  my  watch  in 
traveling  eastward?  Westward?  Where  shall  it  be  changed?  What 
time  is  it  in  St.  Louis?    Denver?    etc. 

Intensify  the  work  in  denominate  numbers.  Introduce  measurement 
of  surfaces  and  volumes.  Extend  the  work  to  include  areas  of  circles, 
volumes  of  cylinders,  supplemented  with  many  concrete,  practical 
problems. 

In  interest  either  of  the  following  forms  is  good. — 

Find  interest  on  120  for  3  yr.  7  mo.  15  da.  at  5%. 

$(n  3  yr.  7  mo.  15  da— 1305. 

120  x  1305  x  5     87 

=2I75 

360  x   100  4 

120 


600  int.  for     1  year. 
3 


18.       int.  for  3  yr. 

3.       int.  for  6  mo. 

.50  int.  for  1  mo. 

.25  int.  for  15  da. 


21.75  int.     for  3  yr.  7.  mo.  15.  da. 

Be  sure  the  pupils  are  accurate  in  their  work  in  interest.    Drill  with 
many  oral  and  written  problems. 


FOR    THE    ELEMENTARY    SCHOOLS    OF    OHIO.  139 

Finish  the  subject  of  common  and  decimal  fractions,  giving  thorough 
drill  on  principles  and  rules  with  many  applied  problems.  Review  tables 
of  denominate  numbers,  and  introduce  new  material  in  measurement  of 
surfaces  and  volume.  Extend  the  subjects  to  areas  of  circles  and  volume 
of  cylinders.  Make  a  broad  application  of  concrete  problems,  finding 
diameter,  radius,  circumference  and  area  of  circles. 

Have  the  pupils  measure  various  magnitudes  and  determine  contents. 
Illustrate  freely. 

Teach  lumber  measure,  have  pupils  make  out  in  regular  form  for 
some  simple  building  and  find  its  cost  at  a  given  price.  Give  many  ex- 
amples and  drill  for  mental  work  as  far  as  practicable. 

In  many  instances  seventh  and  eighth  grade  work  may  be  used  at 
the  same  time. 

GRADE  viii. 

The  first  part  of  this  year  should  be  used  to  review  percentage, 
especially  interest,  insurance,  profit  and  loss,  (bank  discount  and  trade 
discount).  Simple  problems  in  stocks  and  bonds,  greatest  common 
divisor,  least  common  multiple,  and  simple  proportion.  Special  drills  in 
rapid  addition  of  integers  and  writing,  multiplying,  and  dividing  of 
decimals.        .  :   - 

In  stocks  and  bonds  explain  clearly  the  relation  of  rate  of  interest 
to  rate  of  dividend.  Teach  ratio  and  proportion  intensely.  Teach  the 
various  applications  of  percentage  thoroughly.  Drill  on  the  form  of 
commercial  paper  in  common  use,  such  as  bills,  notes,  checks,  drafts,  etc. 

In  measuration  give  practical  problems  in  finding  the  area  of  surfaces 
as  rectangles,  triangles,  circles.  Illustrate  volumes  of  rectangular  solids, 
cylinders,  pyramids,  cones  and  spheres. 

Pupils  should  be  encouraged  to  construct  practical  problems  in 
plastering,  papering,  carpeting,  stone-work,  etc. 

Develop  the  process  of  finding  square  root.  Insist  upon  memoriz- 
ing the  rules  for  the  steps  in  this  subject. 

Have  pupils  in  this  grade  to  become  familiar  with  some  of  the  more 
common  units  that  they  may  use  them  automatically,  as : 

62^2  lbs.  or  1000  oz.=weight  of  a  cubic  foot  of  water. 

231  cubic  inches=one  gallon. 

2150.4  cu.  ft.=i  bu. 

24^4  cu.  ft.=  i  perch. 

640  A.=  i  sq.  mi. 

36  sq.  mi.=area  of  one  township. 

The  pupils  should  be  familiar  with  the  simple  terms  of  the  metric 
system  and  its  relation  to  the  English  tables. 

A  general  review,  giving  special  attention  to  principles  and  reason 
involved,  cultivate  a  pride  in  quick  and  accurate  work  in  all  that  you  do. 

Carry  mental  arithmetic  along  with  the  written  work  requiring 
the  pupils  to  give  quick  and  accurate  analysis  of  problems. 


140  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 


GEOGRAPHY. 
By  D.  H.  Barnes, 

XENIA,  OHIO. 

First  Year. 
Observational  work  commenced  and  used  as  material  for  the 
Language  class.  Geographical  stories  told  or  read  to  the  children,  lead- 
ing them  to  know  the  little  people  of  other  countries.  Short  class  excur- 
sions may  prove  beneficial.  Geography  is  the  one  elementary  branch  that 
looks  out  to  nature,  and  its  study  must  begin  with  the  observation  of 
nature,  first  as  bounded  by  the  horizon  line  that  shuts  in  the  child's  little 
world  of  home  —  nature  as  presented  to  the  eye ;  and  then  as  it  may  be 
pictured  by  the  imagination.  Teach  objectively  the  relative  positions 
expressed  by  the  terms  over  and  under,  above  and  belozv,  in,  on  or  upon. 
This  may  be  done  by  placing  objects  in  these  relations  and  asking  ques- 
tions. This  should  come  toward  the  latter  part  of  the  year.  Next  teach 
the  terms  right,  left,  front,  back.  Have  pupils  step  two  steps  to  the  right ; 
two  to  the  left,  etc.  Hold  up  the  right  hand,  the  left  hand,  etc.  One 
pupil  stand  in  front  of  the  chair;  another,  back  of  the  chair,  etc.  Have 
pupils  name  a  few  objects  in  the  school  room  to  their  right,  to  their 
left;  in  front  of  them,  back  of  them.  A  pupil  steps  to.  a  desk  and  points 
to  its  front  edge,  back  edge,  right-hand  edge,  left-hand  edge.  Continue 
this  drill  on  various  objects  until  pupils  realize  the  use  of  these  terms. 
Directions  may  be  taught:  sunrise  and  sunset;  the  color  and  seeming 
shape  of  the  sky ;  proper  geographical  stories  told  in  an  attractive  manner 
holds  a  higher  place  in  the  first  year  than  any  other  line  or  phase  of  the 
work, 

SECOND    YEAR. 

Review  the  first  year's  work. 

Through  the  conversational  exercises  of  the  Language  class,  lead 
the  pupils  to  observe  things  around  them :  Observation  and  conversation 
about  the  earth,  sun,  moon,  weather;  keeping  a  blackboard  calendar 
with  record  of  fair,  cloudy,  rain,  snow,  etc.  The  benefits  derived  from 
the  sun,  moon  and  stars  (omitting  the  effort  to  teach  astronomy). 
Names  of  the  seasons.  Spring  —  vegetation  springs  from  the  ground. 
Nature  clothes  herself  with  leaves  and  flowers;  clays  grow  longer  and 
nights  shorter.     Names  of  the  spring  months. 

Summer  —  the  sun  season ;  long  days  and  short  nights ;  haying  and 
harvesting;  names  of  the  summer  months. 

Autumn,  called  fall  —  leaves,  fruit,  etc.  fall  to  the  ground.  Teach 
pupils  to  observe  and  know  what  leaves  and  fruits  in  their  vicinity  fall 
during  this  season.  The  farmer  gathers  his  corn,  potatoes,  apples,  etc. ; 
squirrels  gather  nuts  for  winter  use;  frost  comes  (what  is  frost?); 
change  in  color  of  leaves:  beautiful  foliage  of  trees. 


FOR    THE    ELEMENTARY    SCHOOLS    OF   OHIO.  141 

Winter  —  the  wind  season;  short  days  and  long  nights;  snow  keeps 
the  earth  warm  (what  is  snow?)  ;  snow  houses  of  the  Esquimaux;  Tell 
more  interesting  stories  of  the  people  living  in  the  cold  lands  and  have 
the  children  reproduce  these  stories  in  their  own  words,  first  orally  and 
next  in  writing  for  their  language  work.  Many  countries  have  no  snow. 
A  great  many  people  never  saw  ice.  Read  or  tell  stories  of  the  people, 
etc.,  of  hot  countries.  Lessons  on  fruits,  seeds,  the  trees  in  autumn. 
Lessons  on  the  domestic  animals  in  point  of  usefulness  to  man  and  as 
pets;  familiar  wild  animals;  domestic  birds  and  the  common  wild  birds. 
Correlate  geography  and  nature- work.  The  teacher  should  wnte  on  the 
board  names  of  trees,  flowers,  etc.,  as  they  come  up  in  conversation  and 
teach  the  children  to  recognize  the  varieties.  The  general  idea,  plant, 
is  to  be  made  as  clear  as  possible,  and  the  main  parts  of  every  piant  made 
known  —  root,  stem,  branches,  leaves,  flowers,  fruit  —  but  without 
dissection.  For  this  purpose,  study  may  be  made  of  some  common  plant 
as  geranium. 

The  cow  furnishes  a  good  subject  for  study;  its  products  being  so 
many  and  so  familiar  —  flesh,  milk,  butter,  cheese,  tallow,  horn,  hair, 
hide,  etc.  Kindness  to  animals  should  be  taught  by  precept  and  illus- 
trative stories.  Teach  position,  direction,  distance  and  surface.  Teach 
the  cardinal  and  the  semi-cardinal  points  and  drill  on  same.  Teach  the 
direction  of  the  blackboard  from  the  table  or  teacher's  desk ;  the  table  or 
teacher's  desk  from  the  blackboard ;  Pupils  should  point  to  the  north  side 
of  the  school  room,  south  side,  east  end,  west  end.  Pupils  tell  in  what 
part  of  the  room  the  teacher's  desk  is,  the  front  door,  the  clock,  stove, 
etc.  Name  some  object  north  of  the  school  house;  east,  west,  south. 
Teach  the  direction  between  north  and  east ;  south  and  east,  etc.  Name 
and  locate  objects  inside  the  schoolroom  and  then  outside  the  school- 
room in  accord  with  the  semi-cardinal  points.  In  what  direction  does  the 
north  wind  blow ?    From  what  direction?    An  east  wind?    A  south  wind? 

Distance:  Compare  objects  of  nearly  equal  length,  and  let  pupils 
guess  which  is  the  longer.  Draw  a  straight  line  upon  the  blackboard  and 
let  the  pupils  divide  it  equally.  Then  in  three  equal  parts,  etc.  Then 
measure  for  accuracy.  Have  pupils  mark  on  the  blackboard  what  they 
consider  an  inch,  a  foot,  a  yard,  etc.,  then  measure  for  accuracy. 

Teach  what  is  meant  by  the  terms  length,  width,  or  breadth,  depth, 
thickness  and  height.  Teach  children  to  know  what  is  meant  by  a  rod,  a 
mile.    Locate  objects  by  these  distances. 

Review  direction  and  distance  combined.  Have  pupils  tell  the 
direction  and  the  distance  of  their  home  from  the  school;  the  school  from 
the  home. 

Surface:  The  idea  of  smooth  or  rough  surface,  even  or  uneven 
surface.  An  even  surface  of  ground  near  the  school  should  be  pointed 
out;  also  an  uneven  surface  of  ground.  Lands  adjacent  to  the  school 
should  be  discussed  in  regard  to  surface.     Roads  also  furnish  example* 


142  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

/in  this  line.  Explain  the  difference  between  level  and  sloping  surfaces. 
Have  pupils  hold  books  in  level  position,  then  in  sloping  position.  Water 
runs  from  sloping  surfaces  readily,  and  the  greater  the  slope  the  more 
rapidly  the  water  flows.    Show  too  that  a  plane  may  be  level  or  sloping. 

By  picture  and  by  object  teach  what  is  meant  by  hill.  Teach  the 
meaning  of  foot  or  base,  sides  or  slopes,  top  or  summit  as  applied  to 
hills.  Have  pupils  locate  some  hills.  From  this  teach  the  difference 
between  hill  and  mountain. 

Teach  what  is  meant  by  a  spring;  a  stream  of  water  —  rill,  brook, 
creek,  river,  right  bank,  left  bank.  Tell  why  streams  of  water  wind 
about;  how  and  why  they  increase  in  size,  etc.  The  value  of  streams  of 
water.  What  are  rapids?  Falls.  What  is  meant  by  source,  course, 
and  mouth  of  a  stream  ?    Teach  by  illustration  and  not  by  dry  definitions. 

THIRD  YEAR. 

Review  Second  Year's  Work. 

Continue  reading  and  telling  geographical  stories.  Dwell  on  home 
regions.  Begin  the  development  of  maps  of  surfaces,  and  of  home 
regions.  Draw  a  diagram  of  the  school  room  on  a  definite  scale  —  say 
one  inch  to  the  yard  —  this  can  be  done  and  understood  more  easily  and 
readily  than  we  at  first  may  think.  Locate  objects  in  the  rwum  each  to 
each  then  have  pupils  locate  same  on  map  each  to  each.  Draw  a  diagram 
of  the  school-ground  on  a  definite  scale,  say  one  inch  or  one-half  inch  to 
the  rod.  Pupils  should  be  able  to  locate  tlie  position  of  the  school-house, 
important  trees,  flower  beds,  pump,  etc.  each  to  each,  then  have  pupils 
locate  same  on  a  map. 

Selections  in  the  reader  should  be  uked  to  emphasize  geographical 
concepts  —  "The  Shepherd  Boy,"  "A  Summer  Day,"  "The  Waves," 
"Mountains,"  "Great,  Wide,  Beautiful,  Wonderful  World." 

Lessons  on  plant  life  appropriate  to  the  season ;  for  the  fall  —  leaves, 
their  parts  —  stem,  blade,  veins  and  veinlets  and  use :  a  collection  of  leaves 
made  and  studied  that  those  of  the  different  plants  may  be  recognized. 
Use  of  leaves  to  the  plant  and  to  man. 

For  the  spring  —  buds,  how  protected,  how  arranged ;  the  first  sign 
of  spring  awakening;  catkins  of  the  willow,  and  other  flowers  as  they 
appear,  noted  with  time  of  appearance  on  the  blackboard,  and  children 
taught  to  know  them.  The  use  of  flowers  to  produce  seed.  The  great 
purpose  of  a  plant  is  the  production  of  seed  —  Beautiful  flcwers  —  a  few 
may  be  learned.    Encourage  pupil's  to  have  "Home  gardens." 

Animals'.     Life  of  familiar  animals  —  cow,  dog,  cat,  hen,  etc. 

Illustrate  and  make  clear,  to  the  pupils  (or  lead  pupils  to  find  and 
name)  what  is  meant  by  valleys,  slope,  divide,  strait,  bay,  island,  lake, 
pond;  rain,  what  it  is  and  where  it  comes  from.  Where  does  the  water 
in  the  spring  come  from?  What  makes  it  bubble  up?  Where  does  the 
water  all  go?    Won't  the  ocean  fill  up?    An  elementary  study  of  the  soil 


FOR    THE    ELEMENTARY    SCHOOLS    OF    OHIO.  143 

would  prove  quite  valuable.  Tell  the  pupils  about  famous  Rapids  and 
something  of  interest  about  some  famous  falls,  as  Niagara  Falls. 

Draw  a  map  of  your  township  and  locate  important  streams,  towns, 
halls,  hills,  elevators,  railroads. 

Name  the  following  that  grow  in  your  township  (pupils  should  be 
taught  to  write  the  words  correctly)  —  fruit  trees,  forest  trees,  berries, 
grains,  vegetables,  birds,  tame-animals,  wild  animals.  Develop  the  use 
of  each.     Any  gravel-pits  or  stone-quarries  in  your  township?  Their  use. 

How  do  plants  feed  ?    How  do  plants  grow  ?    How  improve  plants  ? 

A  Few  Questions. 

i.  What  colors  can  you  see  in  a  rainbow? 

2.  Where  is  the  sun  at  night? 

3.  When  do  we  have  longest  days?    Longest  nights? 

4.  When  are  days  and  nights  equal? 

5.  How  often  do  we  have  a  new  moon?    What  are  the  uses  of  the 


moon 


6.  On  which  side  of  an  east  and  west  wall  will  the  snow  melt  first  ? 
Why? 

7.  Name  an  enemy  of  the  potato,  apple,  wheat,  grape,  corn,  tomato. 

8.  What  kinds  of  cloth  are  made  from  plants? 

9.  What  plants  supply  valuable  oils  ? 

10.     Name  six  important  medicinal  plants. 
Make  a  record  of  the  rainy  days,  the  cloudy  days,  and  the  sunny 
days  of   each  month  and  compare.     Correlate  geography  and   Nature 
Work. 

FOURTH    YEAR. 

Review  the  third  year's  work. 

No  Text  Book. 

Map  making  continued. 

Draw  a  map  of  your  county.  On  this  map,  locate  the  townships, 
the  streams,  railroads,  towns,  county-seat,  and  other  things  of  promi- 
nence. 

Into  what  river  or  lake  does  the  drainage  flow? 

How  does  the  water  reach  the  Atlantic  Ocean  ?    Use  large  map. 

What  are  the  chief  industries  of  your  county  (country  and  city)  ? 

Character  of  the  soil  on  the  uplands?  In  the  valleys?  How  test 
the  soil  to  detect  acid?    Try  the  experiment. 

Chief  crops?    Where  marketed? 

Any  timber  found  ?    Kinds  ?    Principal  uses  ? 

Name  the  articles  manufactured  in  your  county.  What  cereals  are 
grown  in  your  county?  Their  uses?  Name  the  forage  crops  of  your 
county.  Name  the  root  and  tuber  crops  also.  Any  miscellaneous  crops, 
if  so,  what? 


144  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

Name  the  fruits,  vegetables,  grains,  wild-animals,  tame  animals, 
birds,  berries,  fruit  trees,  forest  trees,  and  detrimental  insects  found  in 
your  county. 

Name  the  township  officials;  the  county  officials.  Bound  your  town- 
ship. Your  county.  Give  several  lessons  on  foods  of  the  people  in 
different  countries. 

Draw  a  map  of  Ohio.  Locate  its  capital  and  six  largest  cities,  im- 
portant rivers,  lake,  reservoir,  canal,  railroad-trunk-lines.  Chief  indus- 
tries of  the  people. 

Treat  Ohio  somewhat  similar  to  the  way  your  county  is  outlined  for 
this  year's  work.  Name  the  counties  bordering  Lake  Erie ;  those  border- 
ing the  Ohio  river ;  those  touching  Indiana.  Bound  your  state.  Give  les- 
sons on  use  of  clocks ;  how  to  tell  the  time.  Some  drill  will  be  required. 
Teach  the  number  and  names  of  the  days  of  the  week,  and  the  months  of 
the  year. 

Give  a  few  lessons  on  the  globe,  teaching  the  earth's  form,  motion  on 
its  axis,  the  great  oceans,  continents,  and  islands. 

A  Few  Questions. 

i.  Where  does  the  water  in  brooks  and  rivers  come  from?  Where 
does  it  go? 

2.  Why  are  some  rivers  rapid  and  others  slow? 

3.  Wrhy  do  creeks  and  rivers  wind  about? 

4.  What  are  dykes?    Levees? 

5.  Why  are  dams  built  in  rivers?    Locate  one. 

6.  Why  is  spring  water  so  pure  ?    Locate  a  spring. 

7.  What  do  plants  feed  upon? 

8.  What  is  the  food  of  the  squirrel,  the  rabbit,  the  quail  ? 

9.  Where  does  dew  come  from?  When  does  it  form?  Does  dew 
fall?    Why  does  an  ice-pitcher  sweat? 

10.  What  animals  sleep  during  the  winter? 

11.  What  birds  remain  with  us  during  the  winter? 

12.  Name  six  important  cabinet  woods. 

13.  What  is  tar,  turpentine,  oakum,  jute?    Give  the  use  of  each. 

14.  Name  four  ornamental  trees. 

15.  Wrhat  is  tapioca?    How  prepared? 

16.  Of  what  use  is  snow  to  plants. 

17.  What  are  dew  and   frost?     Mist  and  sleet?     Rain,   snow  ana 
hail? 

18.  Of  what  are  the  following  made: — linen,  calico,  gingham,  thread, 
silk,  rope,  twine,  cloth,  gloves,  yarn,  shoes. 

19.  What  are  weeds?    Name  ten. 

20.  Which  house-plants  need  most  sunlight. 

21.  Where  do  the  following  grow: — cranberries,  rice,  cotton? 

22.  Name  three  common  plants  that  will  grow  from  slips. 


FOR   THE   ELEMENTARY    SCHOOLS    OF   OHIO.  145 

27,.     What  harm  is  done  by  weeds  ?  v 

24.  What  weed  seeds  are  so  light  that  they  may  be  carried  by  the 
wind ?  What  ones  may  be  carried  by  beings  coming  in  contact  with  them? 
What  ones  may  be  carried  by  streams  of  water?  What  ones  may  be 
carried  by  the  birds  ? 

25.  How  is  Indian  rubber  obtained? 

26.  What  articles  are  made  from  bark,  sap,  buds,  leaves,  blossoms, 
seeds,  roots,  osiers? 

27.  W'hat  animals  are  covered  with  fur? 

28.  What  bird  defends  itself  by  kicking? 

29.  Of  what  use  is  the  thermometer? 

30.  Name  the  grains  and  cereals  used  for  food. 

31.  Name  the  fruits  of  autumn. 

Continue  the  study  of  animals  as  in  the  third  year  —  sheep,  horse, 
mouse,  robin,  etc.  Classify  animals  as  (1.)  land  animals,  water  animals, 
air  animals:  (2.)  four  footed/ two  footed,  animals  with  no  feet,  with 
many  feet:  (3)  cloven  footed,  one  toed,  several  toed:  (4.)  grass  eaters, 
flesh  eaters:  (5)  tearers,  gnawers,  waders,  swimmers,  flyers.  Continue 
weather  observations. 

Correlate  Geography  with  Language  and  Nature  Work. 

[Note: — In  multigraded  schools  the  oral  geography  classes  of  the 
first  four  years  may  be  united  into  one  class  providing  the  work  is  suit- 
ably outlined  by  the  teacher  or  superintendent  in  charge.  By  so  doing  the 
pupils  of  the  lower  grades  will  have  the  advantage  and  will  have  the  work 
mastered  by  the  time  they  are  ready  for  the  book  in  the  Fifth  year.  We 
also  advise  the  uniting  of  the  Fifth  and  Sixth  year  grades  for  the  com- 
pletion of  the  Elementary  Geography,  and  the  uniting  of  the  Seventh 
and  Eighth  years  for  the  completion  of  the  Advanced  Geography.  Thus 
making  but  three  classes  in  Geography.  Have  the  Fifth  and  Sixth 
years,  and  the  Seventh  and  Eighth  years  go  through  the  entire  book 
each  year.  The  Fifth  and  Seventh  years  may  have  a  seemingly  difficult 
time,  but  they  will  prove  stronger  in  the  Sixth  and  Eighth  years  for 
having  this  experience.  Allowance  must  be  made  in  the  recitation  and  in 
the  examination  for  the  Fifth  and  Seventh  years  where  combined  with 
the  Sixth  and  Eighth  years,  as  suggested  above.] 

Where  the  grades  are  separate  the  work  of  the  Fifth  grade  should 
include  the  elementary  geography  through  the  U.  S.  and  its  sub-divis- 
ions, thus  leaving  the  foreign  countries  for  the  Sixth  year. 

The  Seventh  year  grade  should  complete  the  work  of  the  Advanced 
book  from  the  beginning  through  and  including  the  United  States  and  its 
sub-divisions;  taking  the  remainder  of  the  book  and  a  review  of  the 
jntire  book  in  the  Eighth  year. 

[Much  is  said  about  completing  the  subject  of  geography  by  the  en  1 
of  the  Seventh  year  —  this  does  not, meet  with  our  approval,  as  books  of 

0    s.  c. 


146  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

travel,  etc.,  should  accompany  the  study  of  the  text,  and  to  do  this  well, 
requires  time.] 

Much  supplementary  work  should  be  given  in  the  four  upper  grades. 
Books  of  travel  should  be  read.  Books  on  "How  The  World  Is  Clothed", 
"Fed,"  and  "Housed"  should  be  included.  In  the  United  States,  group 
the  wheat  states,  the  corn  states,  the  cotton  states,  the  coal  states,  the 
iron  states,  the  gold  states,  the  silver  states,  the  fruit  states,  the  states 
producing  vast  quantities  of  lead,  copper,  horses,  cattle  sheep,  hogs,  to- 
bacco, lumber,  rice,  potatoes. 

A  few  questions  and  suggestions  for  Seventh  and  Eighth  year 
grades : — 

1.  Trace  water-routes  from  St.  Petersburg  to  Odessa;  from  Con- 
stantinople to  Yokohama;  from  Calcutta  to  Liverpool;  from  Duluth  to 
Liverpool;  from  Chicago  to  London;  from  Cleveland  to  New  Orleans; 
from  St.  Louis  to  San  Francisco. 

2.  Name  the  three  geyser  regions  of  the  world.    What  are  geysers  ? 

3.  Name  and  locate  the  leading  wheat  producing  countries  of  the 
world;  the  countries  producing  the  greatest  amount  of  each  of  the  fol- 
lowing:— gold,  silver,  tin,  copper,  iron,  -lead,  diamonds,  coal,  tea,  silk, 
hemp,  coffee,  (pork,  beef),  machinery,  drugs,  valuable  horses,  cattle, 
sheep,  hogs,  lumber,  rice,  fruits  of  various  kinds,  fish,  sugar,  spices. 

4.  Name,  describe  and  locate  the  six  longest  rivers  of  the  world; 
the  ten  largest  cities  of  the  world ;  five  main  railroad-trunk  lines  of  the 
United  States ;  a  few  of  the  natural  wonders  of  the  world. 

5.  How  do  the  natural  features  of  a  country  affect  the  occupations 
of  the  people?  (The  teacher  should  take  great  pains  to  explain  this  to 
the  four  upper  grades  at  various  times  as  the  lessons  on  the  different 
sections  and  countries  demand). 

6.  Draw  outline  maps  of  the  grand-divisions  from  memory,  locating 
on  them  the  most  important  land  and  water  forms,  and  cities. 

7.  In  connection  with  the  study  of  the  Races,  introduce  stories  of 
characteristic  people  of  different  parts  of  the  world. 

8.  What  are  exports?  Imports?  Tell  what  the  people  of  the 
home  region  in  particular,  and  other  parts  of  the  world  in  general,  re- 
ceive in  exchange  for  their  produce. 

[Note: — The   above   outline   of   the   work  of   the   different  grades 
may  be  divided  into  three  terms,  or  two  terms,  at  the  discretion  of  the 
teacher  or  superintendent.] 
Reference  Books  of  Practical  Value  in  Connection  With  This  Course: 

1.  All' of  Frank  G.  Carpenter's  Geographical  Readers. 

2.  Andrew's  "Seven  Little  Sisters"  and  "Each  and  All." 

3.  Carpenter's  "How  The  World  Is  Fed,"  "How  The  World  Is 
Clothed",  and  "How  The  World  Is  Housed". 

4.  "Stories  of  Indian  Children." 

5.  King's  "Geographical  Reader". 


FOR    THE    ELEMENTARY    SCHOOLS    OF    OHIO.  147 

For  Teachers: 

(a.)     "Way  Marks  For  Teachers''. — Arnold, 
(b.)     King's  "Methods  and  Aids  In  Geography." 
(c.)     Carver's  "How  To  Teach  Geography", 
(d.)     Frye's  "Brooks  and  Brook  Basins", 
(e.)     Frye's  "Child  and  Nature". 


PHYSIOLOGY. 
By  O.  W.  Kurtz,  Bedford,  Ohio. 

Statutory  requirements,  Ohio  School  Laws : — 

Section  7723 — The  nature  of  alcoholic  drinks  and  other  narcotics, 
and  their  effect  on  the  human  system,  in  connection  with  the  various 
divisions  of  physiology  and  hygiene,  shall  be  included  in  the  branches  to 
be  regularly  taught  in  the  common  schools  of  the  state,  and  in  all  educa- 
tional institutions  supported  wholly  or  in  part  by  money  from  the  state. 

Sec.  7724 — Boards  of  education  and  boards  of  such  educational  in- 
stitutions shall  make  suitable  provisions  for  this  instruction  in  the  schools 
and  institutions  under  their  respective  jurisdictions,  giving  definite  time 
and  place  therefor  in  the  regular  course  of  study;  adopt  such  methods 
as  will  adapt  it  to  the  capacity  of  the  pupils  in  the  various  grades ;  and 
to  corresponding  classes  as  found  in  ungraded  schools.  The  same  tests 
for  promotion  shall  be  required  in  this  as  in  other  branches. 

Sec  7725 — In  all  teachers'  institutes,  normal  schools,  and  teachers' 
training  classes,  hereafter  established  by  the  state,  adequate  time  and  at- 
tention shall  be  given  to  instruction  in  the  best  methods  of  teaching  this 
branch. 

Sec.  7726 — No  certificate  shall  be  granted  to  any  person  to  teach 
in  the  common  schools  of  the  state,  or  in  any  educational  institution 
supported  by  the  state  who  does  not  pass  a  satisfactory  examination  on 
such  subject  and  the  best  method  of  teaching  it. 

Sec.  y/2y — The  state  commissioner  of  common  schools  shall  see 
that  the  provisions  of  the  next  two  preceding  sections  relating  to 
county  teachers'  institutes,  and  schools  and  classes  by  whatever  name 
hereafter  established  for  the  training  of  teachers,  and  the  examination 
of  teachers  are  carried  out.  Each  year  he  must  make  a  full  report  of 
the  enforcement  of  such  sections  in  connection  with  his  annual  report. 

Sec.  7728 — Makes  ample  provision  for  the  enforcement  of  the  above 
sections  under  penalty. 

Sec.  1644 — Classifies  a  child  under  seventeen  who  uses  cigarettes 
as  a  "delinquent  child"  and  amenable  to  the  law. 

— Prohibits  the  selling,  giving,  or  furnishing  to  any  child 
under  eighteen  years  of  age,  cigarettes,  cigarette  wrappers,  cigars  or  to- 
bacco, under  penalty  of  the  law. 


148  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

Other  sections  of  the  law  make  ample  provisions  against  the  sell- 
ing, giving  or  furnishing  of  intoxicating  liquors  to  minors. 

It  must  be  apparent  from  the  above  statutory  enactments  that  the 
state  considers  it  necessary  by  every  legitimate  means  to  conserve  the 
health  and  morals  of  its  future  citizens  by  imparting  such  usetul  scien- 
tific knowledge  as  to  the  care  and  protection  of  our  bodies  as  shall  best 
contribute  to  the  health,  strength  and  happiness  of  the  boys  and  girls 
of  our  commonwealth.  There  can  be  no  doubt  as  to  the  wisdom  of  the 
state  in  incorporating  the  above  provisions  into  our  educational  system; 
nor  can  there  be  any  doubt  as  to  the  advisability  of  the  state  protecting 
the  youth  against  the  sale,  giving  or  furnishing  of  any  articles  detrimen- 
tal to  their  health  or  morals.  A  knowledge  of  our  bodies  and  how  to 
care  for  and  protect  them  is  essential  to  the  health  and  happiness  of  all. 
Lack  of  this  knowledge  and  the  ability  to  apply  it  has  brought  sorrow 
and  ruin  to  thousands  of  our  young  people.  Intoxicating  liquors,  to- 
bacco, and  the  deadly  cigarette  have  wrought  havoc  among  our  school 
population.  Thousands  of  our  youth  fall  ready  victims  to  these  evils 
every  year.  The  public,  some  parents,  and,  we  are  sorry  to  say,  a  few 
teachers  are  by  their  example  and  influence  contributing  to  the  encourage- 
ment of  this  evil.  "The  saloon"  and  "the  cigarette  shop"  are  a  menace 
to  the  public  schools  and  the  state.  These  two  sources  of  evil  rob  our 
boys  and  girls  of  many  golden  opportunities,  and  destroy  the  brightest 
prospects  of  young  manhood  and  womanhood.  The  time  has  come 
when  no  teacher  should  be  retained  or  employed  in  our  public  schools 
who  indulges  in  either  of  these  forms  of  evil. 
Sex-hygiene. 

The  demand  is  being  made  by  the  public  that  sex-hygiene  be  taught 
in  our  public  schools.  All  text  books  on  physiology  have  thus  far  kept 
aloof  from  this  subject,  and  up  to  the  present  time,  the  writer  has  no 
knowledge  of  any  text  book  on  this  delicate  subject  which  he  considers 
at  all  proper  to  place  in  the  hands  of  the  pupils  in  our  schools.  Indeed 
so  delicate  a  subject  suggests  the  advisability  of  oral  instruction  by 
thoroughly  competent  teachers  only.  We  agree  however  that  with  a 
skillful  teacher  this  subject  may  be  approached  through  nature  study 
and  biology  in  such  a  way  as  to  impart  much  useful  information  with 
beneficial  results. 
Laivs  of  health  and  fixed  habits  of  application. 

In  all  the  elementary  grades  special  emphasis  should  be  placed  upon 
the  laws  of  health  and  their  daily  application.  These  laws  should  be 
clearly  stated,  carefully  memorized,  and  so  thoroughly  applied  that  cor- 
rect habits  will  result.  This  end  can  only  be  attained  by  daily  applica- 
tion on  the  part  of  teacher  and  pupils. 
Sanitation  and  civic  pride. 

The  public  schools  may  become  a  source  of  much  valuable  informa- 


FOR    THE    ELEMENTARY    SCHOOLS   OF   OHIO.  149 

tion  along  the  lines  of  public  sanitation  and  civic  pride.  The  school 
buildings,  and  grounds  should  be  models  to  the  community  in  the  matter 
of  sanitary  surroundings.  The  teacher  and  the  pupils  should  see  to  it 
that  the  school  premises  are  always  in  a  presentable  shape.  No  rubbish 
or  filth  of  any  kind  should  be  allowed  to  accumulate  on  any  part  of  the 
school  grounds  or  about  the  buildings.  Trees,  shrubbery,  and  flower 
beds  should  be  so  disposed  about  the  grounds  as  to  be  a  constant  source 
of  inspiration  to  the  community  to  clean  up  around  the  homes,  vacant 
lots,  and  public  highways.  By  the  use  of  judicious  methods  on  the 
part  of  the  teacher  much  good  may  be  accomplished  in  the  community 
and  public  health  be  greatly  enhanced.  Civic  pride  is  contagious,  and 
a  little  encouragement  on  the  part  of  the  school  may  cause  a  whole 
neighborhood  to  "clean  up." 


SUGGESTIVE  COURSE  OF  STUDY. 

In  the  lower  grades  this  subject  may  be  taught  orally.  Care  should 
be  taken  in  all  the  grades  to  meet  the  requirements  of  the  law  on  the 
subjects  of  alcohol  and  narcotics.  Special  emphasis  should  be  placed  on 
the  laws  of  health  and  hygiene  in  every  department  of  the  work.  In 
all  the  oral  work  it  is  best  for  the  teacher  to  follow  some  good  ele- 
mentary text  that  each  topic  may  receive  its  proper  share  of  attention. 
In  the  first  four  grades  two  or  three  twenty-minute  lessons  per  week  may 
be  sufficient,  and,  if  properly  directed,  may  result  in  establishing  cor- 
rect habits  of  neatness  and  cleanliness  among  the  children.  Constant 
application  of  the  laws  of  health  and  hygiene  is  an  essential  feature  of 
the  work  in  all  grades.  Well-selected  experiments,  and  a  judicious  use 
of  the  microscope  will  serve  to  awaken  interest  and  fix  important  truths 
and  principles  in  the  minds  of  the  pupils. 

First  Year. 

(a)  Teach  correct  position  of  body  for  sitting,  standing,  walk- 
ing, marching.  Drill  on  each,  requiring  prompt  and  accurate  responses 
to  every  direction. 

.(b)  Teach  parts  of  body,  using  simple  terms  for  each,  emphasizing 
proper  care  of  each  part. 

(c)  Teach  kinds  and  uses  of  simpler  foods  and  their  sources  of 
supply. 

(d)  Teach  simple  laws  of  health  calling  special  attention  to  clean- 
liness and  neatness.     Insist  on  the  application  of  these  among  pupils. 

(e)  Use  carefully  prepared  lessons  on  eating,  sleeping,  playing 
and  working.  Give  lessons  on  the  evils  of  the  use  of  alcohol  and  to- 
bacco. 

(f)  Make  use  of  easy  experiments  and  stories  to  awaken  interest, 
and  impress  truths. 

(g)  Give  lessons  on  the  use  and  care  of  the  skin,  nails,  eyes,  ears. 


150  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

Second  Year. 

(a)  Review  briefly  the  work  of  the  first  year  enlarging  upon  each 
topic  to  suit  the  age  and  understanding  of  the  pupils. 

(b)  Teach  important  truths  about  foods,  drinks,  teeth,  stomach, 
muscles. 

(c)  Call  special  attention  to  the  parts,  use,  and  care  of  the  skin, 
nails,  eyes  and  ears. 

(d)  Emphasize  the  laws  of  health  and  their  application. 

(e)  Easy  lessons  on  the  evils  of  alcohol  and  tobacco. 

(f)  Illustrations  from  stories  read  and  told  by  the  teacher,  and  re- 
told by  the  pupils. 

(g)  Simple  experiments  to  re-enforce  important  truths. 

Third  Year. 

(a)  Review  most  important  parts  of  second  year  outline,  enlarging 
on  each  topic  as  seems  best  to  suit  grade  of  pupils. 

(b)  Memorize  laws  of  health  adding  to  those  already  given.  Note 
carefully  their  application  among  the  pupils. 

(c)  Give  carefully  prepared  detail  lessons  on  the  parts,  uses  and 
nature  of  the  skin,  lungs,  bones,  hair,  nails,  muscles,  etc. 

(d)  Call  special  attention  to  the  effects  of  strong  drink  and  the 
cigarette,  upon  the  different  organs  of  the  body;  also  effect  upon  the 
character,  reputation  and  employment. 

(e)  Emphasize  the  care  and  proper  use  of  the  different  sense 
organs. 

(f)  Use  simple  experiments,  and  have  children  discuss  and  write 
about  same. 

Fourth  Year. 

(a)  Carefully  go  over  the  more  essential  parts  of  third  year  work. 

(b)  Enlarge  in  detail  upon  the  following  topics: — parts  of  body, 
foods,  digestion,  circulation,  respiration.  , 

(c)  Emphasize  laws  of  health  and  insist  on  their  careful  applica- 
tion. 

(d)  Give  lessons  on  the  evil  effects  of  alcohol  and  tobacco  upon  the 
different  vital  organs  of  the  body.  Note  the  results  of  these  habits  upon 
the  individual,  morally,  financially,  socially. 

(e)  Conduct  careful  experiments  and  make  frequent  use  of  the 
microscope. 

(f)  Complete  work  outlined  in  any  good  elementary  text. 

Fifth   Year. 

(a)  Use  material  as  outlined  in  any  good  intermediate  text  book. 

(b)  Study  carefully  the  following  topics: — heat,  clothing,  ventila- 
tion, skin,  brain,  nerves,  spinal  cord,  senses,  bones. 


FOR    THE   ELEMENTARY    SCHOOLS    OF   OHIO.  151 

(c)  Memorize  and  discuss  the  laws  of  health.  Enlarge  upon 
their  application. 

(d)  Study  carefully  the  effects  of  alcohol  and  tobacco  upon  the 
stomach,  liver,  kidneys,  lungs  and  brain.  , 

(e)  Give  such  experiments  as  will  illustrate  some  of  the  more  im- 
portant truths  in  the  above  year's  work. 

Sixth   Year. 

(a)  Review  and  continue  work  of  fifth  grade,  adding  new  material 
to  each  line  of  thought  as  seems  best  adapted  to  age  of  pupils. 

(b)  Study  carefully  and  make  drawings  of  the  different  parts  of 
the  eye,  ear,  brain,  lungs,  heart,  liver,  kidneys. 

(c)  Study  and  discuss  the  following:  touch,  bones,  joints,  muscles, 
ligaments,  different  tissues. 

(d)  Study  dislocations,  cuts,  bruises,  sprains,  burns,  drowning, 
poisoning,  and  their  treatment. 

(e)  Use  microscope  freely  in  the  study  of  tissues,  bavteria. 

(f)  Conduct  carefully  prepared  experiments  throughout  the  year 
to  re-enforce  important  facts. 

(g)  Review  the  laws  of  health  and  hygiene  emphasizing  the  appli- 
cation of  the  same. 

(h)  Note  the  evil  effects  of  the  various  intoxicants  and  the  forms 
of  tobacco  on  the  different  vital  organs  of  the  body. 

Seventh  Year. 

(a)  In  this  grade  a  good  advanced  text  book  may  be  used  complet- 
ing about  one-half  or  more  of  book.  Use  topical  method.  Have  pupils 
read  different  texts  on  each  subject.  Drawings  should  be  made  on  paper 
and  blackboard  by  pupils,  followed  by  careful  explanations  and  dis- 
cussions. 

(b)  Careful  experiments  should  be  made  by  pupils  in  the  presence 
of  class.     Encourage  questions  and  suggestions  on  part  of  pupils. 

(c)  Place  special  stress  upon  scientific  temperance  and  hygiene. 
Do  not  fail  to  call  attention  to  the  moral  and  civic  phase  of  this  sub- 
ject.    Note  its  effect  upon  different  kinds  of  employment. 

(d)  Memorize  the  rules  of  health  and  show  how  their  daily  appli- 
cation contributes  to  the  efficiency  of  the  body  in  performing  labor  and 
in  the  length  of  life. 

(e)  Review  carefully  the  digestive,  circulatory,  and  respiratory 
systems;  show  how  proper  exercise  affects  these  systems. 

(f)  Discuss  the  subjects,  of  ventilation,  pure  air,  sanitary  surround- 
ings. 

(g)  Prepare  an   outline   study  of   foods;  the  kinds,  preparation, 


152  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

cost,  value  in  building  up  the  various  tissues,  substitutes  for  the  more 
costly  kinds. 

Eighth   Year. 

(a)  Review  thoroughly  the  subjects  covered  in  the  seventh  year 
during  the  first  two  months.  Complete  the  text  by  the  end  of  the  sev- 
enth month. 

(b)  Review   the   following  subjects  carefully: 

i.     The  osseous  system  making  a  careful  study  of  joints. 

2.  The  circulatory  system  tracing  the  blood  through  the  body. 

3.  The  lymphatic  system  and  its  relation  to  the  other  systems. 

4.  The  respiratory  system,  and  need  of  pure  air  and  good 
ventilation.  Effects  of  city  air,  country  air,  moist  air,  dry 
air. 

5.  Muscular  system,  noting  kinds  and  uses  of  different  mus- 
cles. 

6.  Nervous  system  and  its  relation  to  other  organs,  and  to 
health. 

7.  The  digestive  system,  tracing  the  food  and  naming  the 
different  organs  through  which  it  passes ;  the  digestive 
fluids  secreted  in  each  organ,  and  the  principal  ingredient 
of  each. 

8.  The  various   tissues   and  their  uses. 

(c)  Review  and  complete  the  rules  of  health,  discussing  their  ef- 
fect upon  length  of  life,  efficiency  of  the  body,  happiness. 

(d)  Make  use  of  experiments  to  illustrate  important  truths.  If 
possible,  use  compound  microscope  to  study  bacteria,  blood  corpuscles, 
and  tissues.     Note  different  kinds  of  bacteria-producing  diseases. 

(e)  Have  pupils  make  drawing  on  paper  and  blackboard  as  in 
former  grades. 

(f)  Study  the  subjects  of  foods,  clothing,  diseases  ana  tfceir  pre- 
vention, accidents  and  their  remedies,  poisons  and  their  antidotes. 

(g)  Carefully  review  the.  laws  of  health,  making  such  additions  as 
seems  wise. 

(h)     Review  the  entire  subject  by  questions. 

High  School. 

(a)  Where  physiology  is  made  a  branch  of  the  high  school  course, 
the  latest  up-to-date  text  should  be  used.  By  means  of  the  topical  meth- 
od other  texts  should  be  consulted,  thereby  broadening  the  viewpoint  of 
the  pupil  on  each  subject.  The  class  should  have  access  to  several 
different  texts. 

(b)  Considerable  attention  should  be  given  to  drawings  both  on 
paper  and  board  to  illustrate  important  parts  of  the  work.  Many  exper- 
iments should  be  given  by  the  pupils  to  illustrate  practical  truths  and 
awaken  a  real  interest  in  the  subject. 


FOR    THE    ELEMENTARY   SCHOOLS   OF   OHIO.  153 

(c)  The  compound  microscope  and  slides  should  form  an  im- 
portant part  of  the  practice  work,  especially  in  the  study  of  the  tissues, 
cells,  corpuscles,  bacteria. 

(d)  Much  stress  should  be  placed  on  the  laws  of  health,  public 
sanitation,  and  civic  pride. 

(e)  A  most  careful  study  should  be  made  of  the  effects  of  alcohol 
and  narcotics  upon  the  vital  organs  of  the  body;  also  their  effect  upon 
character,  reputation  and  efficiency  of  the  individual;  the  general  effect 
upon  society,  state  and  nation. 

(f)  Diseases  and  their  prevention,  accidents  and  their  remedies, 
poisons  and  their  antidotes  should   receive  careful  attention. 


MUSIC. 
By  Wm.  McK.  Vance,  Delaware,  Ohio. 

INTRODUCTION. 

Music,  one  of  the  five  fine  arts,  is  indissolubly  linked  with  patriotism, 
morals,  and  religion.  From  the  angels'  song  at  the  birth  of  the  Babe  of 
Bethlehem  to  the  wedding  bells  of  yesterday  and  the  funeral  dirge  of 
today,  music  touches  life  at  many  points.  Its  cultural  and  social  values 
are  beyond  computation  or  estimate.  The  world  would  be  poor  indeed 
without  the  mother's  crooning  lullaby  and  the  school  boys  whistle,  with- 
out the  art  of  Caruso  and  Schuman-Heink ;  without  the  symphonies,  and 
oratorios  of  Beethoven  and  Handel.      « 

PURPOSE. 

It  is  the  purpose  of  public  school  training  in  this  subject  to  give 
boys  and  girls  the  ability  to  read  at  sight,  first,  simple  music,  and  later, 
more  difficult  compositions,  and  in  our  most  advanced  schools  to  master 
even  the  highest  and  best  forms  of  concerted  works.  That  purpose  also 
includes  the  development  of  a  correct  musical  taste.  There  is  just  as 
much  difference  in  musical  composition  as  in  literary  composition.  We 
teach  the  master-pieces  of  English  and  American  authors  in  order  that 
the  child  may  come  to  appreciate  and  enjoy  the  best  thought  and  ex- 
pression in  the  language;  that  he  may  distinguish  not  only  between  the 
good  and  the  bad  in  literary  art  but  also  between  the  worthy  and  the 
less  worthy;  that  he  may  come  finally,  to  love  only  the  true  and  the 
beautiful,  and  that  his  own  literary  efforts  shall  be  marked  by  a  certain 
excellence  of  form. 

Music  has  the  same  psychological  ground  as  literature  for  place  in 
our  course  of  instruction,  and  it  deserves  the  same  rational  treatment. 
Children   should   study  masterpieces.     These   are   found   in   folk   songs, 

/ 


154  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

the  great  hymns  of  the  church,  in  simple  as  well  as  the  more  elaborate- 
songs  and  choruses  of  such  composers  as  Mozart,  Mendelssohn,  Schubert,, 
Liszt,  Wagner,  Haydn,  and  in  the  beautiful  productions  of  a  host  of 
modern  writers  from  Joseph  Barnby  to  Eleanor  Smith.  Fortunately, 
we  can  scarcely  go  amiss  in  the  choice  of  songs  for  children,  so  richly 
and  so  abundantly  have  the  best  things  in  the  world  been  grouped  for  us 
by  musically  skillful  and  scholarly  editors,  and  put  forth  by  painstaking 
publishers.  All  that  is  needed  is  enlightened  teaching  in  the  public 
schools,  particularly  in  villages  and  rural  districts.  This  presupposes 
the  support  of  the  best  people  of  each  community,  and  the  utter  anni- 
hilation of  the  notion  that  music  is  one  of  the  "frills"  of  modern  educa- 
tion. Instead,  it  is  a  part  of  the  warp  and  woof,  and  it  gives  color, 
and  beauty  and  value  to  the  entire  product. 

When  music  shall  thus  have  received  its  proper  evaluation,  an  ele- 
ment of  culture  and  refinement  will  then  become  a  universal  trait  of 
our  citizenship — a  trait  that  is  now  only  local  and  partial.  A  musical 
atmosphere  will  develop  over  our  entire  country,  that  will  drive  out 
the  pestilence  of  the  inartistic  songs  of  the  minstrel  and  vaudeville  stage, 
and  the  tawdry  music  which  now  so  often  mars  religious  services.  We 
must  have  art  for  the  elevation  of  the  spirit,  and  this  form  of  art  lends 
itself  particularly  to  universal  uplift  and  joyous  expression. 

REMARKS    CONCERNING    THIS     COURSE. 

This  particular  course  is  offered  in  a  wholly  tentative  way.  We  are 
unpracticed  in  Ohio  in  this  beautiful  art  in  our  rural  schools,  and  hence 
have  no  basis  of  previous  experience  on  which  to  begin  except  in  the  case 
of  a  few  townships  where  music  supervisors  have  been  employed.  Such 
instances  are  few  and  inconsiderable.  For  this  reason,  a  two  years' 
course  only  is  suggested  at  this  time.  The  first  year's  work  is  for  be- 
ginners, little  and  big;  the  second,  for  those  who  have  some  knowledge 
of  music,  and  such  will  be  found  in  almost  every  district.  Even  these 
may  profitably  take  the  first  year's  work  with  the  beginners. 

B.    CLASS BEGINNERS. 

1.  Rote  Songs. 

i.  A  child  learns  to  sing  by  singing.  Through  the  Rote  Song  we 
encourage  individual  singing  and  develop  confidence,  naturalness,  and 
spontaneity.  Through  it  we  train  the  ear  and  voice,  ancj  develop  rhythm, 
expression,  articulation,  as  well  as  a  love  for  music. 

2.  In  the  selection  of  Rote  Songs,  great  care  should  be  taken  to  see 
that  such  songs  are  within  the  compass  of  the  child's  voice.  The  words 
and  content  should  be  clearly  within  the  understanding  of  the  child,  and 
the  music  should  be  free  from  melodic  difficulties. 

3.  The  teacher  should  sing  the  song  through  two  or  three  times 
so  that  the  children  can  get  an  impression  of  the  song  as  a  whole.     Then 


FOR   THE    ELEMENTARY    SCHOOLS    OF   OHIO.  155 

a  phrase  should  be  presented  at  a  time,  the  children  repeating  until  the 
song  is  learned.     Never  present  the  words  and  music  separately. 

EAR   TRAINING. 

1.  Ear  training  is  of  vital  importance,  as  there  can  be  no  advance- 
ment until  the  child  is  able  to  recognize  and  to  reproduce  musical  sounds. 
Children  should  be  taught  to  match  tones  by  the  ear  as  they  would  colors 
by  the  eye. 

2.  Children  are  taught  to  recognize  familiar  rote  songs  when  sung 
hy  the  teacher  with  the  syllable  "la."  Later  they  recognize  the  syllables 
of  the  scale — and  tone  lengths — by  the  same  method. 

3.  If  there  is  a  monotone,  one  without  the  sense  of  pitch,  in  the 
^lass,  ask  him  to  listen  for  he  must  first  learn  to  hear  the  tone  before 
"he  can  reproduce  it.  Give  him  a  seat  where  he  may  hear  best,  and  fre- 
quent individual  tests  alone  if  possible.  If  with  patience  you  are  able 
to  develop  "do,  re,"  proceed  to  the  next  step,  "do,  re,  mi,"  "do,  re,  mi, 
fa,"  and  so  on,  until  the  scale  is  mastered. 

RHYTHM. 

p.  Children  respond  to  rhythm  as  naturally  as  they  do  to  melody. 
Exercises  in  rhythm  should  be  employed  from  time  to  time,  as  for  ex- 
ample, marching,  motion  songs,  calisthenics,  etc. 

2/  From  the  beginning  of  note  reading,  pupils  should  be  taught 
to  beat  time,  and  to  note  accent  by  placing  a  slight  emphasis  on  the  ac- 
cented beat. 

3.  Measures  are  equal  portions  of  time  and  are  divided  into  equal 
divisions  called  parts.  A  measure  having  two  parts  is  called  two-part 
measure;  having  three  parts,  three-part  measure;  having  four  parts, 
four-part  measure ;  and  one  having  six  parts  is  called  six-part  measure. 

4.  In    two-part    measure    the    first    part    is    accented.      Example: 

?  J  -J  I  J    J    II    The  beats  are  down,  up. 

In  three-part  measure  the  first  part  is  accented.  Example 
?  a    J    J  I  J    J    J    !     The  beats  are  down,  left,  up. 

In  four-part  measure  the  first  and  third  parts  are  accented.  Ex- 
ample:   *  J    J    J    J,  I  J    J    j    J    II  The  beats  are  down,  left,  right,  up. 

In  six-part  measure  the  first  and  fourth  parts  are  accented.  Ex- 
ample •  2J>J>J>J>J>#MJ>J>J>J>J>iM|  The  beats  are  down, 
up. 

An  excellent  way  to  practice  beating  time  is  to  sing  the  beats  in 
■each  kind  of  measure  to  each  tone  in  the  scale. 

5.  In  this  connection  teach  the  significance  of  2/2,  2/4,  3/4,  4/4, 
6/8,  etc.,  when  placed  at  the  beginning  of  a  piece  of  music  or  exercise; 
also,  the  bar  and  the  double  bar. 


156  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

v       The  Major  Scale. 

i.  The  class  should  repeat  in  unison,  i,  2,  3,  4,  5,  6,  7,  8;  8,  7,  6r 
5,  4,  3,  2,  1.  The  teacher  may  then  sing  these  numbers  in  exact  pitch, 
first  alone,  and  then  with  the  pupils  until  as  a  class  they  sing  quite 
readily. 

2.  The  teacher  and  pupils  will  then  sing  together  and  alternately 
the  first  three  tones  of  the  scale,  1,  2,  3 ;  3,  2,  1 ;  do,  re,  mi;  mi,  re,  do. 
Then  in  like  manner,  3,  4,  5 ;  5,  4,  3 ;  mi,  fa,  sol;  sol,  fa,  mi.  Then  the 
first  five  tones  of  the  scale,  1,  2,  3,  4,  5 ;  5,  4,  3,  2,  1 ;  do,  re,  mi,  fa,  sol; 
sol,  fa,  mi,  re,  do.  When  the  pupils  can  do  this  reasonably  well,  the 
teacher  will  teach  in  like  manner,  5,  6,  7,  8;  8,  7,  6,  5;  sol,  la,  ti,  do; 
do,  ti,  la,  sol.  The  whole  scale  should  now  be  sung,  ascending  and 
descending,  using  the  numbers  and  syllables  alternately.  The  pitch 
should  be  the  key  of  C.     These  eight-tones  are  called  the  major  scale. 

3.  The  major  scale  should  be  sung  frequently  using  the  syllables 
la  and  loo,  and  the  vowel  sounds,  particularly  a,  6,  and  00.  The  pupils 
should  now  learn  to  sing  any  tone  the  teacher  calls  for.  The  major 
scale  may  now  be  written  on  the  board,  without  the  use  of  lines  in  order 
to  avoid  confusion  in  the  visualization  of  the  staff,  thus : 

8 — Do.  By  means  of  the  pointer  the  teacher  will  indicate,  for  ex- 
7 — Ti.  ample,  tone  3,  and  the  pupils  will  sing  mi ;  then  5,  and  the 
6 — La.  pupils  will  sing  sol;  then  3,  mi;  6,  la;  4,  fa;  5,  sol;  7,  ti; 
5 — Sol.  8,  do ;  etc.,  etc.  He  will  then  sing  a  certain  syllable,  and 
4 — Ta.  the  pupils  will  name  the  tone  by  number,  and  so  on  through 
3 — Mi.  the  scale.  Soon  ability  should  be  developed  to  carry  on 
2 — Re.  such  exercises  without  the  written  or  printed  scale,  or  scale 
1 — Do.  ladder,  before  t  he  eyes  of  the  pupils.  Teach  the  five  steps, 
and  two  half  steps  in  the  major  scale,  noting  particularly 
the  half  steps  between  3  and  3 ;  and  between  7  and  8. 

4.  The  staff  may  now  be  employed  in  teaching  tone  relationship. 
Begin  by  placing  a  note  on  any  line  or  space,  calling  it  the  "do"  line  or 


the  "do"  space.     For  example  write 


and  ask  the  pupils  to 


do    re    do 

and 


o 


sing    it.       Then    write 

do    re    mi    re    do  do    re    mi    fa    mi    re    do 

and  have  these  exercises  sung.  Have  pupils  note  that  each  time  we  re- 
turn to  "do."  This  is  important,  for  we  wish  to  make  the  following  im- 
pressions : 

First — The  position  of  "do." 

Second: — The  position  of  other  syllables  with  relation  to  "do." 

Third — Power  to  sing  other  syllables  and  return  to  "do." 

5.     It  is  important  that  the  position  of  "do"  be  changed  frequently 


FOR   THE    ELEMENTARY    SCHOOLS    OF    OHIO.  157 

so  that  the  children  shall,  from  the  beginning  of  syllable  work,  read 
from  "do,"  and  not  from  any  fixed  position  on  the  staff.  They  should 
know  that  the  scale  is  a  family  of  tones,  always  bearing  the  same  rela- 
tion to  each  other  both  in  position  and  pitch. 

6.  The  following  is  a  good  test  of  the  pupils'  knowledge  of  the 
major  scale.  The  teacher  may  sound  C  on  the  pitch  pipe  and  tell  the 
children  to  call  it  "do,"  and  sing  down  to  "sol."  Hold  the  tone,  but 
change  the  syllable  to  "mi" ;  then  sing  to  "do,"  change  the  syllable  to  "la," 
and  sing  to  "do."  The  pupils  soon  learn  when  the  syllable  is  changed, 
the  order  of  intervals  is  changed  likewise.  They  must  immediately  think 
of  the  arrangement  of  the  scale,,  and  just  what  place  that  particular 
tone  occupies  in  the  new  scale  before  they  can  adjust  themselves  to  the 
new  order  of  intervals. 

The  Staff. 

i.  The  staff,  consisting  of  five  parallel  lines  and  the  spaces,  should 
be  painted  on  one  of  the  boards.  Teach  what  each  line  and  space  repre- 
sents, and  that  the  staff  is  a  device  to  represent  the  pitch  of  tones.  The 
pitch  names  from  C  on  the  first  added  line  below,  to  G  on  the  space 
above,  should  be  placed  on  the  staff  and  carefully  learned.  Well  known 
mnemonic  aids  may  be  employed  in  helping  children  to  memorize  the 
letters  of  the  staff.  The  teacher  may  write  on  the  lines  of  the  staff, 
beginning  with  the  added  line  below,  these  words  in  order:  C-ertainly 
E-very  G-ood  B-oy  D-eals  F-airly, — the  initials  being  the  pitch  names 
of  the  lines.  Each  letter  of  the  mnemonic  word  FACE  will  serve  to 
indicate  the  four  spaces  of  the  staff, — D  the  space  below,  and  G  above, 
being  learned  by  relation  position. 

2.  Pupils  should  have  much  practice  in  writing  pitch  names,  scale 
names,  and  syllables  on  the  staff.  The  test  of  proficiency  will  be  in 
having  each  pupil  give  quickly  and  accurately  the  letter,  number,  and 
syllable  on  each  line  and  space.  The  visualizing  of  the  staff  and  the 
major  scale  written  thereon  in  all  positions,  is  the  secret  of  success  in 
reading  music. 

NOTES  AND  RESTS  AND  THEIR  ACCESSORIES. 

1.  Notes  are  characters  used  to  indicate  the  length  of  tones.  Rests 
are  characters  used  to  indicate  the  length  of  periods  of  silence. 

2.  Teach  the  whole  note,  ^  ,  and  whole  rest,  "*  ;  half  note,  J  , 
and  half  rest  *" ';  quarter  note,  J,  and  quarter  rest,  X,  eighth  note,  h  , 
and  eighth  rest,  -( ;  sixteenth  note,    fc,  and  sixteenth  rest  q. 

3.  A  tie  is  a  curved  line  connecting  notes  on  the  same  de- 
gree   of    the    staff    to    make    them    represent    one    tone-length    thus: 


-f-n 


A  slur  is  a  curved  line  over  or  under  notes  on 


158  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

different  degrees  of  the  staff,  indicating  that  the  tones  are  to  be  sung  to 
the  same  syllable,  as,  for  example : 


&    ■" 

o    *• 

ST 

o 

4.  A  dot  placed  after  a  note  or  a  rest  adds  one-half  to  its  length. 
When  two  dots  are  so  placed,  the  second  dot  adds  one-half  the  length 
of  the  first.     Write  examples. 

5.  Familiarity  with  the  foregoing  can  be  developed  by  asking  the 
pupils  questions,  as,  for  example:  A  whole  note  equals  how  many 
halves?  How  many  quarters?  How  many  eighths?  How  many  six- 
teenths ?  A  half  note  equals  how  many  eighths  ?  The  dotted  half  equals 
how  many  eighths?  A  tied  half  and  quarter  equals  how  many  quar- 
ters? etc. 

6.  The  hold  expression  marks,  repeat  marks,  and  words  indicating 
the  time  should  be  taught  in  connection  with  the  pieces  of  music  where 
they  occur. 

SIGNATURES  AND  KEYS. 

i.  Characters  called  clefs,  5£  ^i  ,  when  placed  on  the  staff  in- 
dicate the  pitch  which  a  single  staff  line  or  space  represents.  Thus  the 
G  clef,  gfc ,  indicates  that  the  line  around  which  it  curls,  the  second  line, 

represents  the  pitch  called  G.  The  staff  thus  marked  is  called  the  treble 
staff. 

The  F  clef,  gi?  indicates  that  the  line  around  which  it  curls,  the 

fourth  line,  represents  the  pitch  called  F.  The  staff  thus  marked  is 
called  the  bass  staff.  As  the  pitches  follow  in  alphabetical  order,  know- 
ing one  pitch  enables  us  to  give  the  pitch  name  for  every  other  staff 
degree. 

2.  Impress  upon  the  pupils  the  result  of  placing  a  clef  upon  the 
staff, — that,  whereas,  up  to  this  time,  the  lines  and  spaces  have  stood 
only  for  first,  second,  and  third  line,  first,  second  and  third  space,  etc., 
the  clef  transforms  them  into  definite  pitches  with  letter  or  pitch  names. 

3.  Pupils  should  now  be  taught  to  recognize  the  key;  that  "do"  is 

called  they  key-note;  that  the  clef  3£    one  or  more  sharps,  jf,  and  one 

or  more  flats,  fc>,  are  used  as  the  sign  to  locate  the  key-note,  namely,  one 
(1)  of  the  scale,  and  that  when  so  used,  these  characters  are  called  the 
signature  of  the  key. 

The  beginners  have  already  learned  that  the  first  tone  of  the  major 
scale  may  be  on  any  line  or  space  of  the  staff.  The  letter  that  one  (1) 
of  the  scale  is  on  is  the  name  of  the  key. 


FOR    THE    ELEMENTARY    SCHOOLS    OF   OHIO. 


159 


4.  When  the  clef  alone  is  the  sign,  that  is,  when  there  are  no  sharps 
nor  flats  in  the  signature,  one  (1)  of  the  scale  is  on  the  added  line  be- 
low the  treble  staff.  "Do"  is  accordingly  on  this  line  and  on  the  third 
space,  and  the  key  is  "C." 

When  sharps  are  used,  the  last,  or  the  one  farthest  to  the  right,  is 
always  on  "ti"  or  seven  (7)  of  the  scale,  and  the  next  note  above  this  is 
"do"  or  the  key-note.  "Do"  may  also  be  found  by  counting  down  seven 
tones  of  the  scale.  • 

When  flats  are  used,  the  one  farthest  to  the  right  is  always  on 
"fa"  or  four  (4)  of  the  scale.  "Do"  will  be  found  by  counting  down 
four  tones  of  the  scale. 

5.  The  signatures  of  the  principal  keys,  major  and  minor,  are  given 
here  for  convenience,  though  the  minor  scale  and  minor  keys  properly 
belong  to  a  more  advanced  stage  of  musical  instruction. 

k 1 


Key  of  C  Major 
or  A  Minor. 


I 


Key  of  G  Major 
or  E  Minor. 


1 


Key  of  D  major 
or  B  Minor. 


i 


1* 


Key  of  A  Major 

or  Fjf  Minor. 


ft 


Key  of  E  Major; 
or  CJ  Minor. 


1 


m 


p 


Key  of  B  Major 
or  G3  Minor. 


i 


Key  of  F  Major 
or  D  Minor. 


Key  of  Bb  Major 
or  G  Minor. 


CKey  of  Eb  Major 
or  C  Minor. 


te 


Key  of  A  v  Major 
or  F  Minor. 


i 


te 


*fc 


Key  of  D  b  Major 
or  B  b  Minor. 


6.  Mnemonic  device  for  Major  Keys:  (1)  Sharps.  (1)  G-ive 
(2)  D-m  (3)  A-ttention,  (4)  E-very  (5)  B-ody.— Flats.  (1)  F-at  (2) 
B-oys  (3)  E-at  ('4)  A-pple  (5)  D-umplings. 


THE  SONG  BOOK. 

1.  A  suitable  book  should  now  be  placed  in  the  hands  of  pupils, — 
indeed,  long  before  all  the  keys  are  developed,  for  no  teacher  can  find 
time  to  place  on  the  board  all  the  exercises  needed  to  give  even  an 
elementary  knowledge  of  the  major  scale  in  all  the  keys. 

2.  Probably  no  one  book  will  meet  the  needs  of  all  schools.  A 
liberal  provision  of  supplementary  song  readers,  or  song  collections,  is 
quite  as  much  to  be  deserved  as  of  literary  readers.  A  brief  bibliography 
of  song  material  is  appended  herewith. 


160  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 


A    CLASS. 

i.  Those  who  have  some  musical  knowledge  may  well  review  it 
with  the  beginners'  class.  On  the  other  hand,  the  beginners  should  be 
allowed  to  participate  at  the  earliest  possible  moment  in  the  work  of  the 
A  class,  and  be  earnest  listeners  to  instruction  of  this  class  always. 

Older  children  enjoy  guiding  and  entering  into  the  interests  of  the 
younger  ones.  This  feeling  should  be  fostered  by  the  teacher  from  the 
beginning. 

2.  The  work  of  the  A  class  will  be  largely  with  the  book  which 
ought  to  furnish  both  methods  and  an  abundance  of  material.  But  the 
wide-awake  teacher  will  have  constant  recourse  to  the  blackboard  in  the 
development  of  tone  relations,  particularly  the  practice  of  difficult  inter- 
vals, scale  structure  in  general  in  teaching  the  chromatic  scale,  and  in 
showing. the  cause  for  the  change  of  signature. 

3.  Two-part  and  three-part  songs  should  be  taken  up  at  the  earliest 
moment  practicable.  Divide  the  class  into  groups,  and  let  the  groups  ex- 
change parts  frequently. 

Rhythmic  types  and  figures  should  be  developed  both  through  the 
eye  and  ear.  Chords  should  receive  attention,  —  particularly  the  tonic, 
subdominant  and  dominant  triads. 

4.  Pupils  should  become  thoroughly  familiar  with  the  characters 
affecting  pitch,  the  sharp,  the  double-sharp,  the  flat;  the  double-flat,  the 
cancel,  and  with  the  offices  which  they  perform. 

Pupils  should  also  know  the  intermediate  tones  wrhich  may  be  intro- 
duced into  the  scale  asc/Enc\ingL(< —  sharp-one,  sharp-two,  sharp-four, 
sharp-five,  and  sharp-six.  Also,  the  intermediate  tones  which  may  be 
introduced  into  the  scale  descending,  —  flat-seven,,  flat-six,  flat-five,  flat- 
three,  flat-two. 

5.  Note  that  5  #4  5,  sol  fi  sol,  sounds  like  8  7  8,  do  ti  do,  sung  from 
the  same  pitch. 

In  the  key  of  C  and  in  keys  having  sharps  in  the  signature,  sharp- 
four,  (#4),  is  represented  by  a  sharp,  f. 

In  keys  having  flats  in  the  signature,  sharp-four,  #4,  is  represented 
by  a  natural,    \  . 

6.  Note  further  that  6  \fl  6,  la  te  la,  sounds  like  3  4  3,  mi  fa  mi, 
sung  fr,om  the  same  pitch. 

In  the  key  of  C  and  in  keys  having  flats  in  the  signature,  flat-seven, 
t>7,  is  represented  by  a  flat,  \). 

In  keys  having  sharps  in  the  signature,  flat  7,  fc>7,  is  represented  by 
a  natural. 

7.  Encourage  the  writing  of  original  exercises.  Have  the  best  ones 
copied  on  the  board  and  sung  by  the  class.  Occasionally  have  the  pupils 
write  from  memory  the  melody  of  familiar  songs. 


FOR   THE   ELEMENTARY    SCHOOLS    OF   ORi.  161 

8.  Present  the  staff  as  a  whole,  —  the  combined  treble  and  bass 
staves.  This  is  called  the  great  staff,  and  was  formerly  written  as  a 
single  staff  of  eleven  lines. 

Have  both  boys  and  girls  practice  scales  and  exercises  on  the  bass 
clef,  accommodating  the  pitch  to  their  voices.  The  full  bass  part  of  many 
songs  should  thus  be  sung.  So  long  as  the  position  of  the  scale  on  the 
staff  is  kept  clearly  in  mind,  one  clef  is  sung  as  readily  as  another. 

9.  Teachers  will  find  a  standard  of  accomplishment  in  the  follow- 
ing words  quoted  from  an  eminent  musical  authority,  Dr.  Frank  Dam- 
rosch  of  New  York : 

"When  the  child  leaves  school  he  should  be  so  equipped  musically 
that  he  can  appreciate  and  enjoy  good  music,  can  sing  fifty  to  a  hundred 
good  songs,  can  read  at  sight  any  simple  melody  or  a  second  or  third  part 
in  a  chorus,  can  write  a  melody  from  hearing,  detect  impurity  of  intona- 
tion, and  sing  with  a  clear,  true,  musical  voice  and  correct  intonation." 

GENERAL  SUGGESTIONS. 

i.     The  air  of  the  room  must  be  fresh  and  pure. 

2.  A  singing  position  should  include : 

a.  Feet  on  floor. 

b.  Spine  erect,  not  touching  back  of  desk  or  chair. 

c.  Chest  out. 

d.  Heat  erect. 

e.  Eyes  centered  on  teacher. 

It  is  often  well  to  have  pupils  stand  while  singing  a  song. 

3.  The  details  of  which  the  teacher  must  be  critical  in  song  sing- 
ing are: 

a.  Breathing. 

b.  Pitch. 

c.  Time  and  tune. 

d.  Attack. 

e.  Tone  quality. 

f.  Phrasing. 

4.  In  chorus  singing  voices  should  blend  or  melt  together  so  that 
no  one  voice  is  prominent.  The  teacher's  voice  in  leading  should  always 
be  subdued. 

5.  Do  not  strain  children's  voices.  They  are  delicate  instruments 
and  are  easily  injured.  The  soft  tone  is  the  one  to  cultivate  as  it  is  not 
only  more  musical  and  truer  to  pitch  than  the  forced  tone,  but  it  also 
strengthens  and  renders  flexible  the  voice,  and  preserves  it  even  to  old 
age. 

6.  Seat  older  pupils  according  to  parts,  and  the  younger  pupils  in 
front  of  the  sopranos.  While  the  latter  will  not  always  comprehend 
all  that  the  others  do,  their  interest  will  be  aroused  and  they  will  make 

11    s.  c.  , 


162  MANUAL    OF    UNIFORM    COURSE   OF    STUDY 

real  progress  if  they  are  encouraged  to  follow  the  printed  page  with  the 
eye  and  to  sing,  though  their  early  singing  may  be  almost  wholly  by  rote. 

7.  Aim  at  thorough  mastery  of  the  major  scale.  This  is  absolutely 
fundamental. 

A  knowledge  of  the  major  scale  means  far  more  than  the  ability  to 
sing  it  ascending  and  descending.  Familiarity  with  this  scale  enables  one 
to  grasp  instantly  an  interval  between  two  notes  upon  the  staff,  and  also 
to  recognize  the  same  tones  when  played  or  sung,  and  to  associate  them 
with  the  corresponding  syllables  of  the  scale. 

8.  The  pitch  of  tones  as  well  as  their  qualities  must  be  imaged 
before  they  are  sung. 

9.  The  daily  music  period  should  be  at  least  fifteen  minutes  long. 
Some  extra  time  can  occasionally  be  found  during  the  noon  period  or 
other  intermissions  in  bad  weather. 

10.  Do  not  dwell  on  exercises  too  long, — certainly  not  until  they 
are  memorized.  Many  songs  should  be  learned  by  heart,  but  not  exer- 
scise  melodies.  Write  on  the  board  flresh  exercises, — brief  and  to  the 
point. 

11.  A  different  song  studied  each  day  rather  than  the  same  song 
repeated  until  it  can  be  artistically  sung,  is  advisable  until  pupils  begin 
to  feel  some  independence  in  music  readings.  Indeed,  keeness  of  in- 
terest will  be  stimulated  if  the  music  be  always  new. 

12.  Be  careful  to  pitch  the  song  correctly.  Do  not  guess  at  it.  Use 
a  pitch  pipe  or  tuning  fork. 

13.  The  teaching  of  music  is  much  like  the  teaching  of  other 
branches.  There  is  no  essential  difference.  The  most  successful  teach- 
ers are  those  who  give  their  pupils  little  theory  and  much  practice. 

14.  The  technical  part  of  the  music  lesson  period  may  be  divided 
into  three  parts,  as  follows : 

1.  Tone  drill,  oral,  two  or  three  minutes.  Drill  on  tones  and  in- 
tervals which  the  pupils  do  not  know.  Part  of  the  work,  especially  in 
the  primary  grades,  should  be  by  imitation.  Remember  that  imitation  is 
not  to  be  decried  in  musical  instruction,  but  often  should  be  used  as  a 
fundamental  method. 

2.  Individual  work,  oral,  two  or  three  minutes.  Dictate  rapidly 
one  or  more  tones  to  each  member  of  the  class,  or  have  each  pupil  sing 
a  short  phrase  at  sight.  Do  not  let  one  pupil  absorb  your  attention  at 
the  expense  of  other  pupils. 

3.  Drill  on  principles  of  time  and  tune,  using  book  or  board. 

a.  Change  the  key  often. 

b.  Work  on  what  the  class  does  not  know. 

c.  Review  work  frequently. 

d.  If  the  time  is  hard  make  the  tune  easy,  and  vice  versa. 

e.  Several  short  exercises  in  different  keys  are  better  than  one 

long  exercise  bringing  in  the  principle  several  times. 


FOR   THE   ELEMENTARY   SCHOOLS   OF   OHIO.  163 

15.  Songs  should  be  selected  suitable  to  the  seasons  of  the  year 
and  the  national  festivals.  Other  correlations,  as  for  example,  with  the 
language,  literature,  and  history  work,  when  feasible,  should  be  made. 

16.  Patriotic  songs  should  be  taught  in  every  grade,  and  sung  so 
frequently  "as  to  become  the  permanent  possession  of  the  children.  This 
is  particularly  true  of  "America,"  "The  Star  Spangled  Banner,"  "Co- 
lumbia, the  Gem  of  the  Ocean,"  and  "The  Battle  Hymn  of  the  Re- 
public," Boys  and  girls  should  be  taught  to  stand  respectfully  at  atten- 
tion whenever  they  hear  the  strains  of  "The  Star  Spangled  Banner." 

17.  Avoid  common  mispronunciations  in  these  songs,  as,  for  ex- 
ample, "Land  of  thy  (the)  pilgrims'  pride." 

Other  errors  in  pronunciation  are  common,  as,  for  example :  mo-ur 
for  more,  yu-er  for  your,  gether  for  gather,  angul  for  angel,  murrully  for 
Merrily,  Christmus  for  Christmas,  peopul  for  people,  etc.,  etc. 

The  singing  period  should  not  make  the  reading  exercise  more  dif- 
ficult. Remember  that  correct  and  beautiful  speech  is  contributory  to 
good  tone  production,  and  is  the  chief  factor  in  expression. 

18.  The  success  of  this  work  depends  on  the  teacher.  His  pre- 
paration for  the  music  lesson  must  be  as  thorough  as  it  is  for  the 
arithmetic.  He  must  be  ever  an  active  leader,  and  never  a  mere  on- 
looker. 

Even  if  the  teacher  possesses  no  voice  and  but  little  musical  knowl- 
edge, much  may  be  done.  He  may  not  acquire  the  former,  but  he  may 
increase  the  latter.  Then,  if  he  but  tactfully  enlists  the  co-operation  of 
the  older  pupils  who  already  have  some  musical  taste  and  ability,  he  will 
be  able  to  lead  all  the  children  and  himself  into  an  appreciation  of  and  a 
measure  of  proficiency  in  this  beautiful  art. 

19.  In  village  and  consolidated  rural  schools,  one  of  the  standard 
music  series,  comprising  from  two  to  five  books,  is  advised. 

BRIEF   BIBLIOGRAPHY. 

Rote  Work,  Primary  Songs,  Aids  to  Teachers. 

Manual  and  Books  I  and  II  of  The  Eleanor  Smith  Music  Course. 
American  Book  Co. 

Books  of  Children's  Songs,  by  Eleanor  Smith.    Silver,  Burdett  &  Co. 

Books  of  Children's  Songs,  by  Jessie  Gaynor.    John  Church  Co. 

Art  Song  Cycles,  by  Miessner  and  Fox.     Silver,  Burdett  &  Co. 

New  Educational  Music  Course,  First  and  Second  Readers.  Ginn  & 
Co. 

Teachers'  Edition  of  New  Educational  Music  Course  for  Elementary 
Grades.    Ginn  &  Co. 

Natral  Rote  Song  Book.     American  Book  Co. 

Modern  Primer.     Silver,  Burdett  &  Co. 

Common  School  Book  of  Vocal  Music.     Silver,  Burdett  &  Co. 


164  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

Short  Course  in  Music,  Book  I  and  Manual  to  accompany  same, 
American  Book  Co. 
Earth,  Sky,  and  Air  in  Song,  by  Neidlinger.    American  Book  Co. 

Primers,  First  and  Second  Readers  of  the  National  Music  Course. 
American  Book  Co. 

The  Juvenile  Wreath,  by  J.  D.  Luse.     The  Wreath  Publishing  Co. 

Songs  in  Season,  Flanagan  Codas.    Ginn  &  Co. 

Song  Reader.     Ginn  &  Co. 

Aikin's  Music  Course  in  One  Book.    American  Book  Co. 

Primary  Melodies,  Newton.     Ginn  &  Co. 

Progressive  Melodies  for  Sight  Singing.     Ginn  &  Co. 

SONG  MATERIAL  FOR  GRAMMAR  GRADES. 

Songs  We  Like  to  Sing.    Silver,  Burdett  &  Co. 

Common  School  Book  of  Vocal  Music.    Silver,  Burdett  &  Co. 

Songs  Every  One  Should  Know.     American  Book  Co. 

Silver  Song  Series;  Beacon  Song  Series.  Silver,  Burdett  &  Co. 

Columbian  Song  Book.     Tomlins. 

Eleanor  Smith  Music  Course.  Books  III  and  IV.  American  Book 
Co. 

Gantvoort's  School  Music  Reader.     American  Book  Co. 

Songs  of  All  Lands,  Mathews.    American  Book  Co. 

McCaskey's  Favorite  Song  and  Hymns.   -American  Book  Co. 

Song  Year  Book,  Helen  Place.     Silver,  Burdett  &  Co. 

New  Educational  Music  Course  Books,  Third,  Fourth  and  Fifth 
Readers.     Ginn  &  Co. 

Short  Course  in  Music,  Book  II.    American  Book  Co. 

Song  Reader.    Ginn  &  Co. 

Songs  of  the  Flag  and  Nation.    Hinds,  Noble  &  Eldridge. 

The  Academy  Song  Book,  Codas.     Ginn  &  Co. 

The  Ideal  Wreath,  Book  2  of  the  Wreath  Music  Series. 

The  Sovereign  Wreath,  Book  3  of  the  Wreath  Music  Series  (J.  D. 
Luse)  Wreath  Publishing  Co. 

The  School  Song  Book.     C.  C.  Birchard  &  Co. 


FOR    THE   ELEMENTARY    SCHOOLS    OF   OHIO.  165 


To  the  Boards  of  Education,  Superintendents  and  Teachers: 

Agriculture  is  not  a  wholly  new  subject,  nor  is  it  one  foreign  to 
our  public  school  system.  The  last  General  Assembly  made  it  a  manda- 
tory part  of  our  courses  of  study  for  the  Elementary  and  High  Schools, 
The  wisdom  of  this  is  patent  to  us  all. 

This  course  of  study  arranged  by  the  four  Supervisors  of  Agri- 
cultural Education  and  myself  is  intended  to  suggest  ways  and  means 
of  giving  to  our  boys  and  girls  of  all  the  schools  the  most  helpful  plans 
of  acquiring  a  comprehensive  knowledge  of  those  parts  of  the  subject 
that  are  appropriate  and  the  study  of  which  will  be  profitable;  it  is 
further  intended  to  teach  the  happiness,  health,  and  wealth  of  country 
life  and  to  make  the  boys  and  girls  proud  of  rural  life  whether  they 
live  in  the  country  or  not. 

In  laying  out  the  work  for  the  year,  it  should  not  be  presumed  that 
all  found  in  this  course  is  to  be  studied  or  taught;  the  material  herein 
is  suggestive  throughout;  select  from  it  what  is  wholesome  and  in  har- 
mony with  the  agricultural  and  home  life  of  your  several  communities; 
select  only  sufficient  topics  and  amount  of  work  as  can  be  well  done 
during  the  year;  it  might  be  well  to  outline  the  work  month  by  month 
so  that  too  much  may  not  be  attempted;  four  or  five  subjects  properly 
planned  for  the  year's  work  and  well  taught  may  be  sufficient  for  the 
average  school,  for  agriculture  and  home  craft  are  to  have  only  their 
appropriate  share  of  the  time  and  efforts  of  the  teachers  and  pupils, — 
the  other  studies  must  have  theirs. 

It  will  be  well  for  the  members  of  boards  of  education,  superin- 
tendents and  teachers  to  keep  at  hand  the  name  and  address  of  the 
Supervisor  of  the  district  in  which  they  live  for  he  will  endeavor  to 
answer  by  mail  the  questions  sent  to  him  and  will  also  be  glad  to  come 
to  any  part  of  his  district  when  called  upon  to  render  any  aid  possible. 

Finally,  the  teaching  of  this  subject  will  have  reached  the  stage  most 
helpful  to  the  boys  and  girls  when  home  and  school  work  together 
heartily  and  sympathetically;  the  teaching  must  fail  in  its  highest  and 
best  sphere  if  it  does  not  touch  and  retouch  the  farm,  the  farm  home  and 
all  farm  life;  let  it  be  our  constant  aim  to  make  a  happier  and  a  better 
citizenship  while  we  are  making  better  farmers,  and  better  home 
makers ;  this  being  our  ideal,  the  teaching  of  this  subject  will  find  its 
best  results  and  consummation  in  the  homes  and  on  the  farm. 

Yours  very  truly, 

Frank  -W.  Miller. 


OUTLINE  OF  A  COURSE  IN   AGRICULTURE  FOR  THE 
ELEMENTARY  SCHOOLS. 


INTRODUCTION. 


In  the  primary  grade  the  chief  object  should  be  to  lead  the  child 
to  observe  carefully  and  develop  the  habit  of  investigation.  Through- 
out the  entire  course  the  teacher  should  be  ever  mindful  of  the  fact  that 
the  subject  of  agriculture,  if  properly  taught,  is  of  high  educative  value. 
It  imparts  to  the  child  the  ability  to  reason,  the  power  of  independent 
thinking  and  creative  expression,  richness  of  imagination,  appreciation 
of  that  which  is  beautiful,  and  the  culture  which  are  generally  developed 
through  the  instrumentality  of  the  classics,  mathematics,  science,  and 
art. 

It  is  not  the  intention  of  this  course  to  make  farmers  of  all  farmers' 
sons,  but  to  make  better  farmers  of  those  who  wish  to  remain  in  that 
occupation,  and  to  make  better  citizens  of  all.  The  subject  is  full  of 
human  interest  and  we  can  never  wholly  separate  our  interests  from 
the  soil  on  which  we  walk,  and  the  plants  and  animals  upon  which  our 
lives  depend. 

This  course  is  divided  into  four  divisions,  to  be  known  as  the 
Primary  Division,  composed  of  all  pupils  below  the  second  grade.  The 
First  Division,  composed  of  the  second,  third,  and  fourth  grades.  The 
Second  Division,  composed  of  the  fifth  and  sixth  grades.  The  Third 
Division,  composed  of  the  seventh  and  eighth  grades  of  the  Elementary 
School. 

Primary  Division. 

Note  to  Teacher :  The  work  outlined  in  this  division  can  be  taught 
in  connection  with  language  and  alternated  with  Oral  Geography  and 
Oral  Physiology.  Can  also  be  given  in  connection  with  general  exer- 
cises in  the  mornings  or  Friday  afternoons. 

'There  should  be  at  least  two  ten  (10)  minute  periods  a  week.  The 
teacher  shall  select  such  parts  of  the  following  work  as  may  be  suitable 
for  his  grade,  grades  or  school.    Use  supplementary  work. 

Trees.  —  Gather  leaves.  Note  differences  in  size  and  shape.  Rec- 
ognize a  few  trees  by  their  leaves.  Some  trees  drop  their  leaves  in 
Autumn.     Some  do  not.     Evergreens.     , 

The  different  parts  of  plants,  stems,  roots,  leaves,  flowers,  fruit,  etc. 
Collect  seeds  to  show  how  they  are  protected  and  distributed.  Gather 
seeds  of  thistle,  milkweed,  and  dandelion  and  let  them  sail  in  the  wind. 
Effect  of  frost  on  tender  plants  like  tomatoes,  etc.. 

167 


168  MANUAL    QF    UNIFORM    COURSE    OF    STUDY 

Make  a  collection  of  caterpillars  and  place  in  box  with  leaves.  Ob- 
serve spinning  of  cocoon.    Emergence  of  moth  or  butterfly  in  Spring. 

Change  in  appearance  of  landscape  as  winter  approaches. 

Animals. — Animals  of  the  farm;  their  uses.  Wild  animals  found 
in  the  community,  rabbits,  squirrels,  etc.  •  Tell  stories  about  them. 

Birds.  —  Migration;  return  in  Spring;  permanent  residents.  Nest 
building.    Learn  to  recognize  four  or  five  birds. 

Grow  cuttings  of  pussy  willow  and  lilac  in  water.  Germinate 
beans  in  sawdust.  Learn  the  common  names  of  a  few  flowers  and  trees. 
Fruit  and  seed  come  from  the  flower. 

Note  change  in  landscape  as  Spring  comes.. 

Teach  the  children  to  be  kind  to  animals.  Teach  them  not  to  be 
afraid  of  insects  and  spiders.  The  house  fly  a  carrier  of  disease.  Breeds 
in  filth.    Dangers  of  fire. 

First  Division. 
(Grades  2,  3,  and  4.) 

The  work  outlined  in  this  division  can  be  taught  in  connection  with 
Language,  and  alternated  with  Oral  Geography  and  Oral  Physiology. 
Can  also  be  given  in  connection  with  general  exercises  in  the  morning 
and  on  Friday  afternoons. 

The  subject  of  Agriculture  is  now  one  of  the  regular  studies  of  our 
schools  and  as  such  must  be  placed  in  the  regular  school  curriculum  for 
its  full  share  of  time  and  execution. 

In  this  Division  pupils  can  be  taught  to  observe  and  study  domestic 
animals,  plants,  trees,  and  bird  life  more  extensively  than  in  preceding 
division.  Make  seed  collection  and  study  methods  of  planting  seeds. 
Observe  nature's  plan  of  seed  distribution  by  securing  samples  of  each 
method.  Learn  to  recognize  seeds  of  familiar  farm  plants.  Make  a 
study  of  familiar  fruits  and  grains. 

Shelter  for  farm  animals.  Natural  covering  of  the  different  an- 
imals. How  animals  spend  the  winter;  hibernation.  Study  migration 
of  birds  on  basis  of  sojourn  here  —  permanent  residents,  summer  resi- 
dents, winter  residents,  migrants,  service  rendered  by  insectivorous  mi- 
grants. Take  excursions  when  convenient  to  the  woods  and  creeks,  ob- 
serving plant  and  animal  life. 

Care  of  young  chickens  and  young  farm  animals.  Learn  to  dis- 
tinguish some  common  flowers  and  to  know  the  uses  of  animal,  -vegetable, 
and  farm  products. 

Experiment  in  growing  cuttings  in  water,  sand,  or  loam.  Make  a 
collection  of  leaves  and  name  them.  Study  buds,  how  protected,  how 
arranged.     Teach  common  names  of  trees  in  your  locality. 

Use  blackboard  calendar  for  weather  record.  Study  cause  of  rain, 
frost,  hail,  snow,  and  ice.     (See  some  good  text  in  Oral  Geography). 


FOR   THE   ELEMENTARY    SCHOOLS    OF   OHIO.  169 

Study  use  of  thermometer  and  make  records  of  out-of-door  temperature. 
Use  shadow  stick  to  show  altitude  of  sun  at  noon,  during  different 
months  of  the  year.  Time  and  place  of  rising  sun;  of  setting  sun. 
Phases  of  moon.    Great  Dipper.    North  Star. 

Objects  and  specimens  in  this  work  can  be  used  very  profitably  in 
the  lessons  in  Drawing,  in  this  and  all  following  grades. 

Simple  experiments  with  seeds,  germinated  between  blotters  or 
cloth,  and  in  sawdust.  Study  conditions  of  growth  by  varying  moisture, 
light,  temperature,  etc.     Peas,  corn,  or  pumpkin  seed  suggested  for  use. 

Preparation  of  the  soil ;  the  growth  and  cultivation  of  plants.  Cars 
and  use  of  garden  tools.  Plant  the  seed  of  flowers  and  vegetables  at 
home  or  at  school.  Keep  a  record  of  the  work  done  in  cultivating  same. 
Exhibit. 

The  Primary  and  First  Divisions  may  be  combined  when  conveni- 
ent and  feasible.  Time  required  to  cover  this  work  —  three  years. 

Second  Division. 
(Grades  5  and  6.) 

Teach  the  work  outlined  in  the  Second  Division  in  connection  with 
Language  and  Geography  and  alternate  with  lesson  in  Physiology,  His- 
tory, Arithmetic,  and  Reading.  Work  can  also  be  done  in  connection 
with  general  exercises  in  the  morning  and  on  Friday  afternoons. 

Use  Supplementary  work. 

The  work  in  this  Division  should  be  a  continuation  of  that  sug- 
gested under  "First  Division."  It  is  expected,  however,  that  pupils  are 
to  learn  more  detail  and  become  more  familiar  with  the  modes  of  living 
and  the  uses  of  plants  and  animals  to  man  when  they  reach  these 
grades. 

The  practical  work  at  home  by  the  pupils  must  be  carried  out  as 
6arefully  as  the  theory  study  at  school  if  we  are  to  have  a  full  meas- 
ure of  success  with  Agriculture  in  the  schools.  Teachers  may  super- 
vise this  work  at  home. 

Review  study  of  familiar  flowers  and  home  farm  products. 

Study  migration  of  birds  on  basis  of  sojourn  here  —  permanent  resi- 
dents, summer  residents,  winter  residents,  migrants ;  service  rendered 
by  insectivorous  migrants. 

Classify  plants  as  useful,  injurious,  annuals,  biennials  and  perennials ; 
trees  as  deciduous  evergreens,  fruit  trees,  trees  for  ornament,  fire-wood 
or  commercial  purposes.  Study  roots  under  useful,  injurious,  differ- 
ent forms  and  purposes.  Stems — Aerial  and  underground,  useful  and 
injurious.  Distinguish  underground  stems,  bulbs,  tubers,  etc.,  from  roots. 
Give  example  of  each.  Leaves  —  Margins,  veins.  Flowers  —  perfect 
and  imperfect.  Make  a  collection  of  flowers  by'  pressing  and  mounting 
specimens. 


170  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

Animals. — Fur-bearing,  food-producing  and  domestic. 

Minerals.  —  Make  a  collection  of  common  minerals.  Give  a  short 
description  of  each,  as  to  uses  to  man,  where  and  how  mined.  Make 
a  collection  of  common  rocks  or  fossils  found  in  your  neighborhood. 
Teach  uses  of  limestone,  sandstone,  shale,  coal,  slate,  marble  and  granite ; 
how  formed;  where  produced?  Perform  some  simple  experiments. 
Grow  radish  and  lettuce  for  early  market  or  home  consumption — use 
home  seed  if  possible.  Study  catalogue  to  gain  knowledge  of  varieties 
of  vegetables,  etc.  Experiment  by  planting  different  varieties  to  find 
those  best  suited  to  your  locality..  Keep  record  of  work  done  in  culti- 
vating your  plots  or  gardens. 

The  Lawns.  —  Preparation ;  selection  and  sowing  of  seed ;  rolling ; 
watering,  fertilizing;  mowing;  lawn  weeds  and  how  to  combat  them. 
Special  study  of  most  common  weeds  found,  common  garden  plants, 
and  common  garden  insects  —  useful  and  injurious. 

Study  of  Simple  Tools  and  Machines.  —  Various  levers ;  uses  and 
advantages  of  Jackscrews,  pulleys,  wheel  and  axle,  derrick,  etc.  Names 
and  uses  of  various  pieces  of  farm  machinery ;  cost  of  each ;  care  of 
tools  and  machinery.  Plan  to  build  a  hot  bed.  Discuss  uses  of  same. 
Distribute  plants  among  pupils  from  a  successful  hot  bed.  Have  a 
contest  among  pupils  receiving  plants  to  grow  or  from  plants  grown  at 
their  home.  Conduct  potato  or  other  vegetable  contests  followed  by 
exhibit  of  products  —  keep  record  of  work  done  in  cultivating.  Find 
yield  and  value  of  products  produced. 

Learn  to  identify  useful  birds,  injurious  birds.  Obtain  colored  pic- 
tures or  birds  to  study,  if  necessary. 

Origin  of  Soils.  —  Identification  of  sand,  gravel,  loam,  clay,  silt  ; 
experiment  with  soils.  Study  local  soils.  Value  of  farm  lands  and 
village  lots.  Drainage;  ditches;  tiles.  Draw  diagram  showing  drain- 
age plan  on  home  farm.  House  and  cellar  drains;  distinguish  between 
drainage  and  sewer  tiles. 

Household  Pests.  —  Damage  done ;  how  destroy  them  —  mouse, 
rat,  fly,  mosquito,  cockroach,  bed  bug,  clothes  moth,  etc. 

Water  Supply.  —  How  secured.  Types  of  wells  and  pumps ;  wind- 
mills. Methods  of  getting  water  to  stock  and  for  house  use.  Impure 
water.     Garden  irrigation. 

Lighting  Systems.  —  History  of  lighting.  Methods  used  in  your 
locality.     Protection  against  fire. 

Transplanting  Tree  Practice.  —  Study  common  trees,  value  for  posts 
and  ties,  etc.  Secure  and  plant  useful  trees  at  home  and  at  school. 
Orchard  methods.  Learn  to  grow  the  common  fruit  tree  found  in  your 
locality.  Insests  injurious  to  fruit  and  life  history.  Learn  how  to  com- 
bat them.  Distinguish  between  sucking  and  chewing  forms,  insecticides 
for  each. 

Good  Roads.  —  Transportation,  marketing. 


FOR    THE    ELEMENTARY    SCHOOLS    OF   OHIO.  171 

Preparation  and  Marketing  of  Products.  —  Produce,  how  trans- 
ported. How  to  deliver  and  ship  by  railroad.  How  to  find  a  buyer.  The 
merchants  side  of  the  work. 

Formation  of  Agricultural  Clubs.  —  What  can  be  done  for  the 
social  life  of  the  rural  people,  literary  and  musical  programs,  research 
work,  exhibits,  lectures,  collections  of  specimens  in  the  vicinity,  advice 
a/id  suggestions  from  parents,  and  others,  contests,  preparation  of  Fair 
exhibits,  etc.,  are  all  legitimate  lines  of  work  for  the  clubs.  Let  the 
membership  be  composed  of  any  one  really  interested  in  addition  to 
the  pupils  of  the  school.  —  None  are  too  old  or  too  young  if  they  are 
interested.  Let  the  fields,  the  gardens,  the  dairies,  the  lawns,  the  school 
gardens,  the  school  farm-lots,  the  roads,  the  lanes,  the  river  banks,  and 
granaries  be  the  recitation  places  rather  than  the  class  bench. 

A  book  should  be  selected  that  is  intended  for  the  seventh  and 
eighth   grades. 

A  review  should  be  made  of  the  work  suggested  in  the  "Second 
Division"  in  connection  with  the  text-book  work.  Lessons  from  the  text 
in  Agriculture  can  be  alternated  with  those  of  Reading,  Arithmetic, 
Physiology,  etc.,  in  these  grades.  Work  in  this  division  can  also  be 
assigned  in  connection  with  Grammar  and  Composition,  and  Geography 
also  at  the  opening  exercises  in  the  morning  and  on  Friday  afternoons. 
The  teacher  shall  select  such  parts  of  the  following  to  be  used  with  the 
text  in  Agriculture,  as  may  be  suitable  for  his  grade,  grades  or  school. 
Use  supplementary  wrork. 

Time  required  for  the  work  of  this  division,  two  years. 

Fall  Work. 

Report  of  vacation  activities  including  work  done  and  money  earned. 
Special  study  on  the  most  important  farm  crop  in  your  locality.  Use 
and  outline  for  this  special  study  similar  to  ones  suggested  below  on 
Corn,  Wheat  and  Fruit. 

Study  of  Corn.  —  Its  culture  and  improvement.  Selecting  good 
seed.  Experiments  to  show  shrinkage  by  keeping  over  winter.  Ensilage. 
Varieties  grown  in  your  neighborhood,  history  of  one  or  two  varieties. 
Characteristics  of  a  good  ear;  simple  introduction  to  use  of  score  card. 
Factors  involved  in  marketing  corn.  Celebration  of  Corn  Day  —  Corn 
Display  and  Contest.  (Secure  free  government  and  free  state  bulletins 
on  corn.) 

Study  of  Wheat  or  Other  Grain.  —  Pupils  take  samples  to  school; 
examine  for  weed  seeds  and  other  impurities.  Test  one  hundred  grains 
of  each  sample  for  vitality.  Method  of  planting,  machines  used  in 
planting.  Observe  growing  plants.  What  parts  of  the  plants  live  over 
winter.  History  of  wheat  or  other  grain.  (Secure  free  government 
and  free  state  bulletins  on  culture  of  the  grain  most  common  in  your 
locality. 


172  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

Study  of  Fruit.  —  Study  of  Apple  or  the  chief  fruit  crop  in  your 
locality.  Characteristics  of  trees.  Causes  and  remedies  for  imperfect 
fruit.  Spraying.  Factors  involved  in  gathering,  storing  and  market- 
ing fruit.  Have  an  exhibit  of  varieties  grown  in  the  district.  Conduct 
contest.  (Secure  free  government  and  free  state  bulletins  on  the  culture 
of  the  fruit  most  cultivated  in  your  locality.) 

Weeds.  —  Make  a  collection  of  seeds ;  label.  Study  weeds  common 
in  grain  fields,  pasture,  meadow  and  garden.  How  destroy  each  kind. 
See  Ohio  Weed  Manual. 

Fungi.  —  Compare  with  seed  plants.  Mushroom.  Experiments  in 
growing  and  destroying  molds  and  bacteria;  sterilization;  treatment 
with  formalin;  smut,  rusts,  blights,  rots  and  scabs.  How  combat  these? 
Fungi  that  attack  insects.     Find  examples. 

Collection  of  Insects. — C  lassify  as  to  beneficial  and  injurious.  Crop 
attacked  by  each.  (Secure  free  government  and  free  state  bulletins  on 
injurious  and  beneficial  insects  to  growing  crops.) 

Forage  Crops.  —  Grasses  —  best  adapted  for  meadow,  for  pasture, 
variety  in  your  locality.  Use  of  leguminous  plants.  Other  forage  crops 
as  rape,  millet,  sorghum,  etc.  (Secure  free  government  and  free  state 
bulletins  on  Forage  Crops.) 

Dairying.  —  Compare  Dairy  and  Beef  breeds.  Examples  of  each 
class ;  report  of  kind  owned  in  neighborhood.  Secure  a  Babcock  Tester 
with  milk  and  cream  outfit.  Test  samples  of  milk  and  cream  from 
different  breeds.  Calculate  amount  of  butterfat  produced  in  a  certain 
period  and  value  of  same.  Discuss  cost  of  producing  butterfat  under 
various  conditions.  Methods  of  feeding,  what  to  feed  and  care  of  cows. 
Plans  of  building  sanitary  barns  and  farm  soils.  Use  of  separators. 
Purefood;  pure  milk;  pure  drinking  water.  (Secure  free  government 
and  free  state  bulletins  on  Dairying.) 

These  recitations  must  work  the  hands  and  the  head,  and  the  more 
the  head  and  hands  work  together  the  better. 

Organize  an  Agricultural  Club;  it  brings  the  men  and  women,  the 
boys  and  girls  of  the  district  together  in  a  new  social  pride;  the  federa- 
tion of  these  clubs  in  the  township  breaks  down  the  old  selfish  district 
lines  and  the  boys  and  girls  live  in  a  wider  horizon,  and  its  exhibits 
carried  to  the  County  and  State  Fairs  and  the  boy  and  girl  become  parts 
of  these  fairs;  into  it  invite  all  the  young  people  of  the  vicinity;  make 
the  older  people  honorary  members ;  give  an  entertainment  or  two  and 
start  a  library  with  much  agricultural  literature  in  it;  hand  some  pic- 
start  a  library  with  much  agricultural  literature  in  it;  hang  some  pic- 
your  school  house;  riscuss  and  study  carefully  at  least  one  agricultural 
subject  at  each  meeting;  let  the  program  be  entertaining  and  instructive. 
The  State  Traveling  Library  will  help  along  these  lines. 

Climatology  of  Ohio  by  the  Ohio  Agricultural  Experiment  Station, 
Wooster,  O.     (Bulletin  No.  235.) 


FOR   THE   ELEMENTARY   SCHOOLS   OF   OHIO.  173 

Winter  Work. 

Housing  of  farm  animals.  Special  study  of  horse,  hog  or  sheep. 
Different  breeds  of  horses,  hogs  or  sheep  in  neighborhood.  Care  of 
these  animals  in  winter. 

Farm  Machinery.  —  Kinds,  uses,  value,  care  of.  Gasoline  engines, 
power  machines,  etc.     History  of  kinds  to  show  improvement. 

Soils.  —  Study  of  structure  of  corn  kernel ;  tests  for  starch  and  oil 
—  composition  of  food  stuffs.  Secure  some  samples  of  corn  products. 
Plant  food ;  how  plants  obtain  food.  Test  soil  for  acid  and  alkali.  Ele- 
ments usually  lacking  in  soil.  How  these  are  obtained.  Commercial  fer- 
tilizers. Study  kinds  of  soil.  Make  collection  of  soils.  (Secure  free 
"bulletins  on  Soil  Fertility.) 

The  Crop  Reporter.  A  publication  furnished  by  the  U.  S.  Dept. 
of  Agriculture  can  be  obtained  by  addressing  the  Chief  of  the  Bureau 
■of  Statistics,  U.  S.  Dept.  of  Agriculture. 

Sprint}  Work. 

Poultry  Raising.  —  Breeds  of  chickens  of  the  neighborhood ;  char- 
acteristics of  each;  feeding,  housing,  general  care.  Incubators  and 
"brooders;  expenses  and  profits  in  poultry.  (Secure  free  bulletins  on 
Poultry  Culture  from  state  and  national  departments.) 

Where  fruit  raising  is  practiced  extensively,  study  propagation  by 
grafting.  Why  necessary.  History  of  some  one  fruit  from  seed  to  ma- 
turity. Pruning,  planting  and  spraying  of  fruit  trees.  (Secure  Spray 
calendar  from  Wooster  Experiment  Station,  Wooster,  Ohio.) 

Corn  Study.  —  Germination  of  seed,  make  corn  testers ;  compare 
tests  for  vitality.  Grading  corn.  History  of  corn.  Varieties  adapted 
to  your  locality.  Planting  methods.  Experiments  with  depth  of  planting. 
Draw  diagrams  and  make  preparations  for  planting  your  flower  or  veg- 
etable garden.  Treat  potatoes  for  scab  with  formalin.  Examine  clover 
and  grass  seed  with  hand  lens  to  find  weed  seed  and  other  impurities. 
(Secure  free  bulletins  on  Flower  and  Vegetable  Gardening.) 

Bird  Study.  —  Make  a  list  of  native  birds  beneficial  to  farm  crops. 
Injurious  to  farm  crops.  (Secure  free  bulletin  on  Beneficial  Birds  to  the 
Farmer.) 

Study  clover  plant,  habits  of  growth,  length  of  root,  tubercles  on 
roots.  Identify  other  legumes.  Examine  roots  for  tubercles.  Experi- 
ment where  favorable  to  do  so,  by  planting  some  alfalfa  with  and  with- 
out inoculation. 

Investigate  methods  of  retaining  fertility  of  the  soil  of  Ohio;  rota- 
tion of  crops;  mixing  of  home  fertilizers;  retaining  moisture  in  the 
soil  and  value  of  soil  mulch. 

Arrange  plans  for  vacation  studies  and  experiments  with  corn, 
potato  and  other  vegetables.     Girls  give  special  attention  to  flower  and 


174  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

vegetable  gardens;  keep  simple  records  of  all  work  done  and  conduct 
a  corn,  flower  and  vegetable  exhibit  and  contest. 

Tobacco  Raising.  —  Seed,  plants,  care  of,  stripping,  sorting,  packing, 
marketing. 

Orchards,  forestry,  hot  beds,  cold  frames. 

School  exhibits,  reports  of  work  done.  Fair  exhibits. 

Plant  the  different  weed  seeds  in  boxes  of  soils  and  have  the  chil- 
dren learn  to  know  these  weeds  by  their  very  early  forms  of  growth. 

On  a  table,  a  shelf,  or  a  window  sill  with  shelf  extension,  have  at 
all  times  some  manual  work  of  collections  of  specimens,  drawings,  seed 
growing  and  testing,  sowing,  samples  of  farm  products  grown  in  the 
district,  flowers,  etc.  Let  these  exhibits  be  changed  frequently;  have 
contesting  exhibits  by  the  pupils;  have  class  exhibits  of  all  the  grades, 
for  the  very  smallest  pupil  is  not  to  be  ignored  in  showing  his  work. 

Collecting  and  mounting  of  specimens  of  the  insects,  seeds,  flowers, 
fruits,  grains,  animal  and  mineral  products,  etc.,  of  the  township  or 
county  will  be  useful  and  pleasant  work  for  the  pupils  during  the 
sumer  months  and  with  a  little  help  from  the  taecher,  they  will  do  very 
effective  work  in  all  the  grades.  Have  at  least  one  beauty  spot  in  your 
school  district  as  the  result  of  your  work  in  agriculture  in  the  school, — 
farmhave  it  either  on  the  school  lot  or  at  some  home  of  your  pupils. 


SUGGESTED  TOPICS  IN  AGRICULTURE  AND  THE  HOUSE- 
HOLD ARTS  FOR  THE  GIRLS. 

The  Garden: 

The  vegetable  garden,  the  flower  garden,  the  small  fruit  garden,  hot 
beds,  cold  frames,  and  the  marketing  of  the  products,  insects  and  other 
enemies  of  the  garden  plants,  sprays.    Garden  irrigation. 

Poultry  : 

Chickens,  ducks,  turkeys,  geese,  etc.,  and  the  marketing  of  the 
products.  The  health  of  the  barn  and  poultry  yard  families.  Lice, 
diseases  and  other  enemies  of  poultry,  etc. 

The  Lawn : 

Laying  out  the  lawn,  the  flowers  on  it,  the  shrubs,  trees,  care  of  it, 
the  enemies  of  the  flowers,  shrubs,  trees,  etc. 

The  Dairy : 

Types  of  cattle,  the  milk,  butter,  cheese,  the  creamery,  the  milk  tester, 
separators,  etc.,  care  of  the  utensils,  the  dairy  barn,  feeding,  marketing 
the  products. 
The  Apiary : 

Bees,  bee  hives,  swarming,  diseases  of  the  bee,  honey,  bee  foods,  etc. 

Orchards  and  Small  Fruits,  Grapes. 


FOR   THE    ELEMENTARY    SCHOOLS    OF    OHIO.  175 

Birds. 

Melons,  pumpkins,  squashes,  etc. 

Weather  Bureau.     Meteorology. 

Agricultural  clubs,  Home  and  School  sociology,  Community  life. 

Foods,  Food  Elements,  Drinking  Water  Suppply. 

Domestic  Science : 

Home  making  and  house  keeping,  cooking,  bread  making,  and  all 
baking,  sewing,  home  decorating,  butter  making,  the  health  of  the  home 
and  the  farm  premises,  buying  for  the  farm  and  farm  home,  selling  the 
farm  products,  drawing  and  the  other  arts,  home  economics,  home  soci- 
ology, nursing  the  sick,  household  accounts,  care  of  the  house  and  pre- 
vention of  sickness,  laundering,  recipes. 

Home  beautifying,  making  home  attractive,  naming  the  farm,  the 
lawn,  a  handy  kitchen,  the  dairy,  preparing  the  products  for  market. 

Exhibits  and  reports  of  pupils. 
The  Fairs — State  and  local. 

General  Suggestions : 

Use  the  local  papers  for  spreading  the  news  and  the  good  things  done 
should  be  passed  on  to  our  neighbors. 

Send  to  the  Department  at  Washington,  D.  C,  for  their  bulletins ;  do 
this  department,  no  better  are  sent  out  from  any  board  of  its  kind  in  the 
Agricultural  College  at  Columbus;  last  but  not  least  write  to  the  Secre- 
tary of  the  State  Board  of  Agriculture  at  Columbus  for  the  bulletins  of 
this  department,  no  better  are  sent  out  form  any  board  of  its  kind  in  the 
United  States.  Teachers,  pupils  and  patrons  will  find  excellent  material 
on  any  phase  of  the  work ;  good  directions  for  detailed  courses  of  study 
and  for  work  on  the  farm,  in  the  garden,  at  the  barn,  in  the  home  and  in 
any  and  all  departments  of  farm  work  will  be  found  in  these  bulletins 
that  may  be  had  for  the  asking ;  neither  is  the  scientific  side  of  any  phase 
of  this  work  neglected  in  these  bulletins;  so  whatever  we  may  wish  will 
be  easily  obtained  by  simply  writing  for  them. 

Whatever  success  we  may  have  in  the  school  work  in  and  at  the 
school,  our  task  will  yet  be  incomplete  if  we  neglect  to  see  it  carried  to 
the  home,  to  the  farm  and  to  the  community  in  general.  The  teacher 
here  has  a  splendid  opportunity  to  take  his  or  her  place  in  the  community 
life  and  activities  in  the  school  district;  the  teaching  of  agriculture  must 
link  the  school  and  homes  closer  and  the  work  of  one  must  and  will 
correlate  the  other  or  our  whole  scheme  will  lose  much  of  its  flavor  and 
value.  When  the  teacher  and  parent  find  their  work  overlapping  and 
growing  together  in  the  life  and  ambitions  of  the  child  then  indeed  will 
the  home  and  school  take  their  rightful  places  in  the  child  economy  and 
child  rearing;  then  will  misunderstandings  and  crossing  of  lines  of  disci- 
pline be  reduced  to  a  minimum.  The  teaching  of  agriculture  in  some  of 
its  many  phases  will  bring  happy  results  along  these  lines  that  must  be 


176  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

seen  with  a  mildly  prophetic  eye.  The  Agriculture  Clubs  will  be  the  one 
strong  medium  for  this  as  well  as  for  the  place  where  the  intellectual  and 
moral  development  takes  place  along  side  the  study  of  the  utilitarian 
Here  the  elements  of  the  old  spelling  school,  the  literary  society  and  the 
agricultural  sciences  and  economy  will  mingle  and  grow  into  good  citizen 
ship  and  moral  and  intellectual  fiber  which  will  make  farm  life  just  as 
honorable  and  refining  and  respected  as  any  other  vocation — yea  even 
more  so  for  the  environments  are  happily  conducive  to  such  as  nowhere 
else. 

Names    and    Addresses    of    the     Supervisors    of    Agricultural 

Education 

H.  L.  Goll,  Swanton,  Fulton  Co.,  of  the  Northwestern  District, 

S.  A.  Harbourt,  Andover,  Ashtabula  Co.,  of  the  Northeastern 
District. 

J.  R.  Clarke,  373  Wilbur  Ave.,  Columbus,  Franklin  Co.,  of  the  South- 
eastern District. 

Lester  S.  Ivins,  Lebanon,  Warren  County,  of  the  Southwestern 
District. 

State  Supervisors  of  Agricultural  Education. 

In  accordance  with  the  provisions  of  the  Cahill  law,  Commissioner 
Miller  has  appointed  four  Supervisors  of  Agricultural  Education.  The 
names  and  addresses  of  these  Supervisors,  together  with  the  counties 
comprising  each  district  are  as  follows : 

NORTHWESTERN  DISTRICT. 

H.  L.  Goll,  Supervisor,  Swanton,  Fulton  County,  Ohio. 

Counties  —  Allen,  Auglaize,  Crawford,  Defiance,  Erie,  Fulton,  Han- 
cock, Hardin,  Henry,  Logan,  Lucas,  Marion,  Mercer,  Morrow,  Ottawa, 
Paulding,  Putnam,  Sandusky,  Seneca,  Union,  Van  Wert,  Williams, 
Wood,  Wyandot — 24  counties. 

NORTHEASTERN   DISTRICT. 

S.  A.  Harbourt,  Supervisor,  Andover,  Ashtabula  County,  Ohio. 

Counties — Ashland,  Ashtabula,  Belmont,  Carroll,  Columbiana, 
Coshocton,  Cuyahoga,  Geauga,  Harrison,  Holmes,  Huron,  JefTerson,  Lake, 
Lorain,  Mahoning,  Medina,  Portage,  Richland,  Stark,  Summit,  Trumbull, 
Tuscarawas,  Wayne — 23  counties. 

SOUTHEASTERN  DISTRICT. 

J.  R.  Clarke,  Supervisor,  373  Wilbur  Ave.,  Columbus,  Franklin 
County,  Ohio. 


FOR    THE   ELEMENTARY    SCHOOLS    OF    OHIO.  177 

Counties — Athens,  Delaware,  Fairfield,  Franklin,  Gallia,  Guernsey, 
Hocking,  Jackson,  Knox,  Lawrence,  Licking,  Meigs,  Monroe,  Morgan,, 
Muskingum,  Noble,  Perry,  Pickaway,  Vinton,  Washington — 20  counties. 

SOUTHWESTERN   DISTRICT. 

Lester  S.  Ivins,  Supervisor,  Lebanon,  Warren  County,  Ohio. 

Counties — Adams,  Brown,  Butler,  Champaign,  Clark,  Clermont,. 
Clinton,  Darke,  Fayette,  Greene,  Hamilton,  Highland,  Madison,  Miami, 
Montgomery,  Pike,  Preble,  Ross,  Scioto,   Shelby,  Warren — 21  counties. 


TEXT-BOOKS  IN  AGRICULTURAL  EDUCATION   SUITABLE  FOR  THE 
ELEMENTARY  SCHOOLE. 


Name  of  Text-book.  Name  of  Author.  Publishers. 

Agriculture  for  Young  Folks.   A.  D.  &  E.  W.  Wilson.  Webb  &  Co.,  Minneapolis. 
First    Principles    of    Agricul- 
ture     Goff  &  Mayne   Amer.   Book   Co.,   Cincin- 
nati. 

Agriculture  for  Beginners Burkett,  Stevens  &  Hill.  Ginn  &  Co.,   Columbus. 

Elementary  Agriculture   Hatch   &  Hazelwood . .    Rowe,     Peterson     &    Co., 

Chicago. 
Agriculture     for     Common 

Schools    Fisher  &  Cotton  Chas.  Scribner's  Sons,  N. 

Y. 
An    Introduction   to    Agricul- 
ture       A.  A.  Upham  D.    Appleton   &   Co.,    Co- 
lumbus. 
One  Hundred  Lessons  in  Ele- 
mentary Agriculture    ....   A.  W.  Nolan   Acme   Pub.   Co.,   Morgan- 
town,  W.  Va. 
Agriculture     in     the     Public 

Schools    Lester  S.  Ivins  March    Bros.     Pub.     Co., 

Lebanon,  O. 

Beginners  in  Agriculture A.  R.  Mann   MacMillan  Co.,   N.  Y. 

Rural  School  Agriculture C.   W.   Davis    Orange  Judd  Co.,  N.  Y. 


PAPERS  AND  MAGAZINES  THAT  AID  IN  THE  TEACHING  AND  STUDY 

OF  AGRICULTURE. 


American  Agriculturist  Orange  Judd  Co.,  New  York. 

Ohio   Farmer Lawrence  Pub.  Co.,  Cleveland. 

National,  Stockman  and  Farmer Pittsburg. 

Farm  and  Fireside   Springfield,  Ohio. 

Farm  Journal Philadelphia. 

Poultry  Journal 

A  Boy's  Paper  Carlinville  111. 

12  s.  c. 


178  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

AGRICULTURE. 


INTRODUCTION. 

"Here  in  the  country's  heart 

Where  the  grass  is  green, 
Life  is  the  same  sweet  life 
As  it  e'er  hath  been." 

'Trust  in  a  God  still  lives, 

And  the  bell  as  morn 
Floats  with  a  thought  of  God 

O'er  the  rising  corn." 

'God  comes  down  in  the  rain, 

And  the  crop  grows  tall 
This  is  the'  country  faith 

And  the  best  of  all." 

It  has  been  said  that  to  know  Nature  and  Man  is  the  sum  of  earthly 
knowledge.  But  since  man  is  the  highest  product  of  nature,  there  is  really 
but  one  subject  of  study — the  study  of  nature.  Touch  with  Nature  at 
first  hand  is  the  very  breath  of  mental  life.  Children  are  born  naturalists. 
In  freshness,  in  lively  interest,  in  originality,  nothing  equals  a  child.  Its 
progress  in  learning  is  exceedingly  rapid  during  its  first  years  of  life. 
This  splendid  growth  process  of  infancy  may  be  prolonged  throughout 
life  if  the  study  of  Nature  has  a  central  place  in  his  schooling,  if  the  love 
of  Nature  is  implanted,  and  from  it  will  spring  the  love  of  Art,  of  Science 
and  of  Religion.  It  has  been  well  said  that  Nature  Study  is  learning 
those  things  in  Nature  that  are  best  worth  knowing,  to  the  end  of  doing 
those  things  that  make  life  most  worth  living.  Life  is  response  to  the 
order  of  Nature.  Nature  is  all,  over  all,  in  all.  Her  laws  are  unchange- 
able. Nature  is  never  against  us.  She  is  always  for  us.  To  have  faith 
in  Nature  and  learn  of  her  is  highest  wisdom.  Nature-study  develops 
the  power  of  observation  and  is  the  basis  of  all  agricultural  work.  In 
the  beginning  we  must  fasten  the  children's  affections  on  the  region  in 
which  they  are.  We  must  teach  them  the  common  things  with  which 
they  live  from  day  to  day.  This  is  the  new  idea  in  Nature-study,  that  is 
coming  gradually  into  our  schools.  In  time  gone  by,  the  common  school 
has  had  little  relation  to  the  life  of  its  community;  but  it  is  undergoing 
evolution  and  gradually  its  point  of  view  is  being  changed.  The  West 
has  been  putting  Agriculture  into  its  common  schools,  as  has  also  the 
South  in  great  part.  It  has  been  discovered  that  Agriculture  may  be 
made  the  means  of  training  the  minds  of  the  young  people  as  well  as  of 
giving  temh  information.  The  study  of  Agriculture  is  fundamental.  As 
much  so  as  Geography,  Literature  or  Physics.  City  schools  teach  city 
life  and  the  facts  and  atmosphere  that  go  with  city  life,  yet  many  cities 


FOR   THE    ELEMENTARY    SCHOOLS    OF   OHIO.  179 

are  adding  Agriculture  because  of  its  broadening  influence.  If  we  are  to 
have  a  healthy  country  life  and  a  normal  country  people  we  must  organ- 
ize schools  to  teach  country  life  and  the  facts  of  country  life.  We  must 
be  able  to  get  good  men  out  of  country  life  by  founding  and  maintaining 
homes  wherein  good  men  of  the  future  may  find  a  place  in  which  to  be 
born.  To  live  in  harmony  with  one's  natural  surroundings  has  a  moral 
influence  upon  character.  The  boy  or  girl  who  takes  an  interest  in  grow- 
ing plants  and  animals  cannot  be  so  bad  as  the  child  who  does  not  care 
for  or  love  these  things.  There  is  nothing  but  goodness  in  most  plants 
and  animals,  and  the  child  who  grows  up  in  harmony  with  them  must 
imbibe  some  of  this  quality.  If  the  country  school  is  to  find  its  setting 
largely  in  the  affairs,  the  interests  and  aspirations  of  rural  life;  if  the 
school  in  the  large  city  is  to  make  the  best  use  of  the  materials  at  hand, 
the  teacher  must  give  the  course  for  this  composite  Nature-study-agricul- 
ture, which  will  enrich  and  vitalize  other  studies  and  the  teacher  who 
handles  them  as  well..  The  teacher  must  be  in  sympathy  with  the  work 
and  also  with  the  community  in  which  he  works.  Sympathy  is  the  ability 
to  take  another's  point  of  view.  It  requires  a  clear  head  and  a  warm 
heart  to  get  the  point  of  view  of  the  child  and  his  environment,  but  it  is 
necessary  in  order  to  lead,  to  encourage  and  to  assist  him  to  clearer 
mental  vision. 

THE  TEACHER'S  DUTY. 

Every  teacher  ought  to  subscribe  for  several  good  farm  papers  and 
read  them  in  order  to  get  the  modern  viewpoint  of  the  agriculturist.  This 
will  enable  him  to  establish  a  sympathetic  relationship  with  the  com- 
munity which  is  absolutely  necessary  before  the  best  service  can  be 
rendered.  Last,  but  not  least,  let  every  teacher  in  Ohio  do  some  work 
in  agriculture  early  this  year.  Remember,  that  all  we  eat,  drink  and 
wear  comes  from  the  soil.  If  you  are  teaching  in  the  country,  get  your 
boys  and  girls  to  love  their  homes  and  to  make  them  the  most  beautiful 
spots  on  earth.  If  you  teach  in  a  town  or  city,  show  your  pupils  that 
the  only  life  worth  living  is  the  country  life  and  to  own  a  forty-acre 
farm  is  more  to  be  desired  than  to  become  a  drygoods  clerk  or  a  book- 
keeper for  some  coal  dealer.  Pupils  so  trained  by  an  enthusiastic  teacher 
will  make  a  daily  advance,  not  only  in  agriculture  study  "but  in  personal 
power,  in  general  serviceableness,  and  in  consequent  delight." 

Training  in  this  subject  comprehends  all  educational  aims.  It  cul- 
minates in  scholarship,  culture  and  service,  and  brings  happiness  to  all. 

Nature-study  must  be  taught  concretely.  Books  and  leaflets  are 
helpful,  but  will  not  take  the  place  of  the  object.  There  is  no  text- 
book of  real  Nature-study.  Teachers,  books,  and  leaflets  should  be 
guides  to  the  animals,  plants  and  minerals.  The  child  must  see  and 
handle  the  thing  himself  if  he  is  really  to  know  it.  Nature-study  should 
put  him  into  sympathy  with  common  affairs  and  the  questions  of  the 


180  MANUAL   OF    UNIFORM    COURSE   OF    STUDY 

work-a-day  world  and  it  should  give  him  usable  information.  Sym- 
pathetic and  vital  contact  with  his  surroundings  will  create  an  ever- 
abiding  interest  in  the  mind  of  the  child  and  help  to  neutralize  the  dead 
formalism  of  the  school.  It  will  open  a  way  to  a  free,  spirited  and 
natural  way  of  teaching  and  a  less  restrained  and  more  wholesome  out- 
look on  life  in  the  young  generation.  Nature-study  will  keep  the  teacher 
young  and  interested  in  life  and  enable  him  to  teach  with  spirit  and  cheer- 
fulness. What  Longfellow  said  of  Agassiz  may  be  said  just  as  well 
>of  the  teachers  and  children  who  have  the  true  spirit  of  •  Nature-study : 

"And  he  wandered  away  and  away 

With  Nature,  the  dear  old  nurse, 
Who  sang  to  him  night  and  day 
The  rhymes  of  the  universe. 

"And  whenever  the  way  seemed  long, 
Or  his  heart  began  to  fail, 
She  would  sing  a  more  wonderful  song, 
Or  tell  a  more  marvelous  tale." 


PRIMARY  DIVISION. 


Fall  Term, 
first  grade. 

The  Nature  studies  of  the  First  Grade  will  be  largely  informal, 
-dealing  generally  with  familiar  material,  increasing  interest  and  culti- 
vating habits  of  obesrvation  and  description.  There  ought  to  be  many 
excursions — if  only  around  the  school  premises — sometimes  on  a  voyage 
of  discovery,  but  generally  to  obtain  the  necessary  material  or  to  satisfy 
some  other  definite  plan.  There  ought  to  be  a  close  connection  between 
home  and  school,  both  material  and  treatment,  serving  to  relate  the 
school  to  the  home.  The  beautiful  in  nature  will  be  brought  out  as  well 
as  the  useful.  The  moral  side  must  not  be  neglected.  Accurate  observa- 
tion, telling  and  doing,  will  lay  deep  foundations  for  a  love  of  truth. 
Language  lessons  should  be  based  chiefly  on  this  work  in  order  to  stimu- 
late the  use  of  first-hand  material,  but  not  every  piece  of  work  should  end 
in  the  inevitable  essay. 

Discussion  of  summer  experiences  and  out-of-door  activities. 

The  home  and  who  live  there.  What  does  father  do?  Mother? 
Sisters?    Brothers? 

Roms  in  the  house;  uses  of  each,  furnishings.  . 

Schoolhouse;  rooms,  equipment,  uses. 

When  rooms  shold  be  clean. 

Public  places;  the  church,  store,  depot,  town-house,  factory,  bank, 
etc.    What  is  done  in  each. 

Make  and  illustrate  a  weather  chart  for  each  month,  serving  to  teach 


FOR   THE   ELEMENTARY    SCHOOLS    OF   OHIO.  181 

days  of  week,  name  and  character  of  months,  seasons,  birthdays,  hol- 
idays, etc. 

Informal  field  studies :  Discover  and  follow  seed  dispersals  in  dan- 
delion, thistle  and  milkweed.  Identify  a  few  common  insects,  a  few  most 
familiar  birds,  autumn  wild  flowers. 

Plant  bulbs  of  Chinese  lily  or  paper-white  narcissus  in  water. 

Visit  garden  and  farm  to  note  autumn  activities,  harvesting,  effect  of 
frost.  What  the  garden  contributes ;  collection  and  simple  study  of  com- 
mon vegetables  grown  above  ground;  below  ground.  Draw  and  color  a 
few.  How  stored  for  winter.  Where  we  get  vegetables  when  we  have 
no  garden ;  where  the  grocer  obtains  his  supply ;  how  he  keeps  them. 

The  pumpkin — in  connection  with  Hallowe'en  and  Thanksgiving; 
the  flower  if  available;  the  growth  habit  of  the  plant,  Jack  o'  Lantern; 
preservation  of  seed. 

Distinguish  squashes  from  pumpkins. 

Identification  of  individual  trees  near  school  or  home,  representing 
by  drawing  two  different  species  selected  from  willow,  cottonwood,  elm, 
maple  and  oak.  '  Autumn  Arbor  Day ;  transplant  small  seedling  trees. 

The  first  snow  fall;  observe  descent  of  flakes,  catch  some  upon  cold 
•dark  cloth  and  study  forms  of  large  flakes. 

Animal  pets  about  the  home.  Animals  at  work  for  us.  Where 
kept.     How  cared  for. 

Special  study  of  the  cat;  habits,  special  senses,  mental  traits,  wild 
relatives,  enemy  of  birds. 

The  Christmas  tree;  purposes,  source,  decorations;  evergreens  as 
distinguished  from  trees  which  become  bare  in  winter. 

Uses  of  coal,  iron,  gold,  silver. 

Mining,  lumbering  and  farming. 

Winter  Term. 

Illustrated    weather    chart    for    each    month.      Winter    games    and 

sports.     How  winter  affects  the  home   activities.     The   shortened   day, 

noting  declining  position  of  sun. 

Clothing — Purposes,  kinds,  changes,  care.  Primitive  clothing.  Identi- 
fication of  summer  and  winter  materials.     Sources  of  each. 

Shelter — What  plants  and  animals  do  in  winter ;  why  houses  are  neces- 
sary to  people ;  primitive  homes ;  building  materials.  Uses  of  doors, 
windows,  screens,  storm  doors,  porches. 

Make  doli  house  of  pasteboard  or  box.  Equip  with  furniture,  rugs, 
utensils;  preserve  distinction  of  rooms. 

Heating  the  home;  kinds  of  fuel;  source  and  supply  of  wood;  coal  and 
gas ;  carbon  the  heat  former. 

Pood — Name  articles  of  food;  where  food  comes  from;  carbon  in  food 
and  how  eating  keeps  the  body  warm;  winter  sources;  home  stor- 


182  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

age;  habits  in  eating  and  drinking;  source  of  water;  methods  of 
cooking;  simple  lessons  of  hygiene  of  nutrition;  care  of  teeth; 
table  manners ;  thorough  mastication ;  value  of  good  cheer  and 
appetite. 

Care  of  house  plants ;  plant  necessities — soil,  light,  moisture,  heat.  Iden- 
tification of  a  few  common  house  plants ;  observation  and  care  of 
bulb  plants  started  in  the  fall. 

The  caged  canary;  habits,  care;  studied  at  home;  other  seed-eating 
birds. 

Breathing  and  ventilation  especially  in  sleeping  rooms.  Oxygen,  the 
life-bearer,  and  how  people  and  animals  must  breath  to  get  it.  Simple 
lessons  in  proper  habits. 

The  five  senses — Recognition,  uses,  practice  and  care  of  sense  organs. 
Trace  the  senses  among  the  animals ;  why  absent  from  plants  ? 

Emergencies— What  to  do  in  case  of  cuts,  scratches,  burns,  nose  bleed, 
frost  bites — lessons  given  as  occasion  affords  opportunity. 

The  horse — Uses,  disposition,  habits,  care  fitness  for  service  to  man. 

Plant  nasturtium  in  window  boxes  and  in  egg  shells;  later  transplant 
from  egg  shells  to  chool  or  home  garden;  advantages  of  early 
planting. 

Anticipations  of  spring;  lengthening  of  days  and  other  seasonal  changes; 
weather,  birds,  trees— pussy  willow,  soft  maples,  elms,  weeds,  hiber- 
nating animals — insects,  earthworms,  snakes,  ground  spuirrels ;  prep- 
aration for  gardening  and  lawns.  Window  boxes.  Winter  games 
and  sports. 

Gather  a  few  pupae  for  study  as  they  emerge  in  the  spring. 

Spring  Term. 

Continue  weather  charts. 

Spring  time  activities  at  home;  cleaning  house;  putting  up  screens 
and  awnings ;  change  in  clothing ;  cleaning  up"  the  yard.  Reparis  ;  identi- 
fication and  use  of  a  few  carpenter's  tools. 

Follow  changes  in  willow,  soft  maple,  elm  and  study  these  twigs 
indoors.  Opening  of  flower  and  twig  bud;  experiments  in  growing  new 
trees  from  cuttings  in  water,  sand,  loam. 

Early  growth  of  herbs ;  identification  of  three  or  four  common  weeds 
and  of  wild  and  cultivated  plants  by  means  of  foliage  and  habit  of 
growth. 

Make  home  and  field  acquaintance  with  a  few  most  familiar  birds ; 
seek  details  of  characteristic  habits  rather  than  a  long  list  of  bird  names. 

Arbor  and  Bird  Day;  indebtedness  to  trees  and  birds.  Plant  seeds 
of  tlm  willow  and  maple  or  arrange  to  obtain  them  later  if  they  are  not 
now  mature ;  plant  cuttings  of  willow  which  were  started  in  earlies  study ; 


FOR   THE    ELEMENTARY    SCHOOLS    OF    OHIO.  183 

plant  a  young  apple  tree,  if  one  can  be  obtained ;  prepare  and  maintain  a 
food  table  for  birds ;  hang  out  threads,  string  or  yarn  as  nest  material  ; 
place  a  basin  of  water  for  birds  where  cats  cannot  annoy;  add  mud  for 
robins'  nesting;  keep  cat  from  harming  birds.  Songs  and  recitation 
about  birds  and  trees, — but  better,  do  things. 

The  squirrel  and  his  habits. 

Identification  of  a  few  spring  flowers ;  simple  wild  flower  chart  with 
dates.     Transplant  specimens  to  wild  flower  garden  at  school  and  home. 

The  school  garden.  As  a  group,  plant  flower  gardens  and  vegetable 
garden.  Let  each  child  have  a  share;  develop  choice  of  these  plants  for 
garden,  planting  pop-corn  for  next  winter,  and  sunflowers  for  ornament 
or  for  food  for  chickens  or  other  birds.  Care  of  garden.  Follow  home 
garden,  if  a  school  garden  is  impossible.  Plant  nastutiums  as  border 
against  building,  fences  or  walk. 

If  possible,  study  the  frog  and  its  development;  collection  and  care 
of  frog  spawn  or  tad-poles. 

Life  history  of  moth  or  butterfly  and  observations  upon  specimens 
that  develop  from  the  pupae  that  have  been  gathered. 

BOOKS  FOR  TEACHERS. ' 

Holtz  Nature  Study — Scribners.  Hodge's  Nature  Study  and  Life — 
Ginn  &  Co.  Cumming's  Nature  Study — American  Book  Co.  Schmucker's 
Nature  Books — J.  B.  Lippincott  &  Co.  Upham's  Introduction  to  Ag- 
riculture— D.  Appleton  &  Co. 

First  Division. 

fall  term. 

(Grades  2,  3  and  4.) 

Make  carefully  planned  observational  turs  to  come  place,  field,  gar- 
den, meadow,  animal  home  (such  as  nest,  burrow,  barn,  stable,  sty, 
etc.),  woods,  flowing  stream,  spring,  pond  or  lake,  orchard,  vineyard, 
factory,  shop.  Twice  a  week  would  not  be  too  often.  Let  the  children 
know  the  purpose  of  your  tour  before  starting.  Do  not  have  more  than 
one  or  two  objects  in  view  for  one  tour.  On  the  following  day  talk 
about  your  tour  and  what  was  seen  and  learned.  Collect  specimens  where 
feasible.  Let  the  children  write  compositions  on  some- object  they  have 
studied,  its  use,  cultivation,  etc.,  and  keep  for  exhibits  at  school  and  at 
the  fair.  This  may  be  made  a  part  of  the  work  in  language.  Some  of 
the  reading  lessons  may  be  on  subjects  pertaining  to  agriculture. 

Aims  of  these  lessons  to  the  children : 

1.  Better  and  growing  powers  of  observation. 

2.  Thoughtful  habits. 

3.  Knowledge  of  a  special  kind. 


184  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

4.  Power  of  comparison  acquired  and  the  ability  to  distinguish 
objects — dissimilar  and  similar. 

5.  Storing  useful  information. 

The  oral  and  essay  work  may  include  description  of  the  objects, 
their  uses,  cultivation,  etc.,  in  language  and  terms  understood  by  the 
child.  All  this  may  in  many  ways  be  used  as  a  part  of  the  recitation  in 
other  branches — as  language,  number  work,  oral  geography,  in  fact  the 
reading  lesson  some  times  may  be  upon  subjects  pertaining  to  Agricul- 
ture. 

Make  much  of  the  exhibits  of  the  work  of  the  children ;  keep  it  and 
show  it  in  the  school  room  on  special  days  and  send  it  to  the  fair  as  a 
part  of  the  school  exhibit. 

Trips  with  the  following  in  view :  Effects  of  the  frost ;  sprouting  of 
the  wheat ;  corn  well  shocked ;  birds  yet  to  be  seen ;  quail  haunts  and  pro- 
tection of  these  birds ;  the  apple  orchards ;  apple  picking ;  making  cider ; 
marketing  the  apples  and  cider  (something  of  vinegar  may  also  be 
learned)  ;  digging  and  marketing  potatoes  and  sweet  potatoes ;  growing 
garden  products ;  wild  flowers ;  the  forest  trees  getting  ready  for  winter  ; 
make  a  collection  of  all  kinds  of  seeds;  spirrels;  catterpillars  and  other 
small  animal  life,  as  time  and  the  progress  of  the  class  will  permit. 

What  to  observe : 

I.  Around  the  farm  home:  The  flowers,  the  shrubs,  the  fruit  and 
shade  trees,  the  plants  of  the  garden,  the  grains  in  the  grainaries  and 
cribs,  preparations  for  winter  feeding,  and  housing,  care  of  the  farm  ani- 
mals, the  pets  of, the  children,  the  poultry;  name  the  farm  machinery  and 
tools,  and  note  the  care  of  them;  weeds,  insects  and  birds. 

II.  On  the  farm:  The  plan  of  laying  out  the  farm,  names  and 
number  of  fields,  the  woods,  the  fences,  farm  crops  harvesting  of  corn; 
the  weeds  and  flowers ;  the  trees  in  the  woods,  the  trees  along  the  roads 
and  lanes,  the  shade  trees  and  the  fruit  trees,  the  farm  animals  and  their 
uses;  the  farm  products,  the  selling  and  marketing  of  the  same  or  their 
preservation. 

Continue  weather  observations.  Note  the  time  of  the  first  frost  and 
the  first  snowfall.     Is  the  first  frost  more  severe  in  high  or  in  low  places  ? 

Gather  all  kinds  of  seeds  and  place  them  in  properly  labeled  bottles 
for  study  and  display.  Get  the  children  so  familiar  with  them  that  they 
can  distinguish  them  one  from  the  other. 

Preservation  for  winter  and  spring  use  of  apples,  potatoes,  celery, 
cabbage,  sweet  potatoes  and  pumpkins.     / 

Seed  distribution:  cockelbur,  Spanish  needle  and  burdock  stealing 
rides  on  animals  and  people.  Hickory  nuts,  walnuts,  acorns  and  beech 
nuts  carried  by  squirrels.  Squirrels  gather  beechnuts  into  piles,  which 
are  sometimes  discovered  by  boys.  Seeds  like  those  of  cherries  and 
berries  carried  by  birds.     Seeds  of  tumble  grass  blown  by  wind. 


FOR    THE    ELEMENTARY    SCHOOLS    OF    OHIO.  185 

Value  of  warm  and  sanitary  stables  for  farm  animals  and  poultry. 

Observe  the  flocks  of  blackbirds  in  autumn  and  find  out  where  they 
go.  Study  the  migratory  habits  of  birds.  What  birds  remain  with  us 
all  winter  and  what  do  they  eat?  Teach  the  children  ho  wto  keep  the 
birds  with  us  all  winter. 

How  to  protect  rose  bushes,  strawberries  and  rhubarb  for  winter. 

Preparing  for  and  sowing  wheat,  corn  cutting;  the  shock;  naming 
all  parts*  of  the  stalk;  the  silo;  the  pumpkin  crop.  Uses  of  garden 
products  and  fruits;  canning  of  fruits.  The  value  and  beauty  of  shade 
trees;  beautiful  color  of  leaves  in  autumn. 

General  Suggestions  and  Hints. 
i.  The  water  in  streams  is  muddy  after  a  heavy  rain  because  it  is 
carrying  soil  and  clay.  Allow  a  tumbler  full  of  muddy  water  to  stand 
till  mud  settles.  Pour  off  the  clear  water  and  allow  the  mud  to  dry.  Ex- 
amine. Streams  wear  their  channels  deeper  and  ravines  are  slowly 
formed.    Teach  this  in  connection  with  oral  geography. 

2.  Boys  and  girls  do  not  like  to  eat  the  same  thing  all  the  time. 
Same  is  true  of  our  domestic  animals.  Balanced  rations  needed  for 
both  animals  and  people.    Teach  this  in  connection  with  oral  physiology. 

3.  First  lessons  in  sowing  and  planting  are  most  impressive — the 
more  so  if  the  children  do  the  work — all  the  work.  Try  it;  have  them 
plant  at  least  one  tree  in  October,  let  them  do  all  the  work,  for  they  will 
be  happy  at  it  and  happier  in  the  spring  when  they  see  the  leaves.  Let 
them  test  some  seed  wheat  in  the  seed  tester. 

4.  Get  some  bulbs  and  have  the  pupils  make  a  bed  and  plant  them ; 
you  will  all  be  delighted  in  the  spring  to  see  the  bloom,  and  then  you  will 
have  some  material  for  spring  study.  Then  do  not  forget  that  all  this 
work  at  school  is  not  yet  what  it  should  be  if  some  of  the  same  work 
is  not  done  at  the  home  of  each  and  every  child  in  these  classes. 

5.  A  trip  to  see  some  one  thing  of  special  importance — a  tree  for 
its  foliage  or  fruit,  its  leaves,  or  signs  of  disease ;  to  see  a  fine  flower  or 
garden  bed ;  to  look  up  the  haunt  or  the  nest  of  a  wild  animal  or  bird. 

6.  Young  as  these  pupils  may  be  it  is  the  time  to  interest  them  in 
agricultural  literature.  Have  the  farm  papers  and  nature  study  books 
at  hand  and  assign  short  pieces  to  be  read  privately  and  reported  to  the 
class  orally. 

7.  Have  an  exhibit  of  the  work  done  at  least  every  two  weeks  and 
invite  the  patrons  in.  Keep  the  best  of  these  exhibits  of  every  child's 
work  for  a  general  school  exhibit  of  the  township  or  village;  keep  the 
best  of  the  township  exhibits  for  the  County  and  State  Fair  exhibits. 

8.  Let  the  teacher  come  to  this  task  with  a  will  to  do  as  well  or  bet- 
ter in  this  subject  as  in  any  other.  The  next  step  will  be  to  demonstrate 
to  the  pupils  that  the  farm  on  which  they  live  is  their  home  and  is  just  as 


186  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

full  of  life  as  their  own  flesh  and  blood;  it  is  not  essentially  a  dry  and 
disinteresting  expanse  of  lifeless  dirt  and  stone ;  above  all,  it  is  not  a  less 
refined  place  to  live  than  the  city,  or  the  village — these  ideals  must  the 
successful  teacher  love  and  enjoy. 

9.  A  Woman's  club  of  the  women  and  girls  of  the  vicinity  would  be 
a  most  valuable  aid  in  all  the  grades  in  working  with  the  teacher  in  carry- 
ing the  good  things  of  the  school  to  the  homes  and  in  return  the  school 
would  get  many  helps  from  these  women  and  from  the  homes  that  would 
;onnect  the  school  and  the  home  and  carry  into  effect  the  suggestions  of 
this  course  and  any  of  the  plans  of  the  teacher.  The  study  of  all  the 
plants  and  animals  would  be  promoted  by  such  a  club ;  the  beautifying  and 
sanitation  of  the  school  and  the  home  would  receive  a  great  impetus  from 
even  a  small  club ;  pictures  on  the  walls,  books  for  the  school  and  people 
of  the  neighborhood,  the  janitor  work,  the  school  grounds,  etc.,  are  some 
of  the  subjects  that  such  a  club  would  take  up  and  work  out. 

WINTER  TERM. 

(Grades  2,  3  and  4.) 

See  suggestions  in  the  Autumn  Bulletin.  Keep  in  mind  the  aims  of 
this  work  on  page  8  of  the  Autumn  Bulletin. 

Retain  many  of  the  specimens  of  the  autumn  work  for  the  Fair  ex- 
hibits and  for  the  winter  lessons. 

The  reading  class,  the  oral  geography  and  physiology  classes  are 
timely  places  for  much  recitation  work  in  this  subject.  Assign  a  topic 
now  and  then  to  be  worked  out  in  these  classes.  Read  about  some  sub- 
ject appropriate  to  the  grades  and  the  season. 

Observation  trips  with  the  following  in  view: 

The  condition  of  the  lawn  and  garden  so  as  to  endure  the  hardships 
of  winter  and  to  be  ready  for  the  spring  planting;  the  orchards  and  fruit 
lots,  the  buds,  the  sap;  do  all  trees  shed  their  leaves  at  the  same  time? 

Farm  Animals : 

The  care  and  shelter  of  farm  animals  during  the  winter  months; 
the  bridle  bit  should  be  warmed  on  a  cold  morning  before  put  into  a 
horse's  mouth ;  the  feeding  of  such  animals ;  the  care  of  the  stables, 
poultry  houses  and  cellars.  The  farm  shop  and  the  tool  shed,  name  of 
each  tool  and  its  uses,  and  care  of  these.  The  expectation  of  these  ob- 
servation visits  will  have  a  most  salutary  and  uplifting  effect  on  the 
farms  and  in  the  homes  that  you  visit. 

The  Birds — Those  that  have  migrated;  those  that  will  remain  all 
winter;  the  feeding  and  housing  of  these  birds  and  does  it  pay. 

Bird  houses — The  manner  of  living  of  winter  residents,  uses  to  the 
farmer,  many  birds  die  of  cold  and  hunger;  how  we  should  care  for 
them.  How  coax  them  to  stay  all  winter  and  make  a  permanent  home 
around  the  home  of  the  boys  and  girls. 


FOR    THE    ELEMENTARY    SCHOOLS    OF    OHIO.  187 

The  frost  and  its  effects — The  frozen  plant,  frozen  fruit,  and  frozen 
water,  how  protect  from  the  frost,  a  strawberry  bed  prepared  for  the 
winter,  fruit  and  vegetables  preserved  in  cellars. 

Continue  weather  observations.  Learn  to  locate  and  recognize  the 
Great  Dipper,  the  North  Star,  the  Pleiades,  Orion.  Note  the  elevation 
of  the  sun  at  noon,  and  if  there  is  a  south  window ;  how  far  the  sunlight 
shines  into  the  room ;.  the  time  and  place  of  the  rising  of  the  moon  and 
sun  and  something  about  the  phases  of  the  moon. 

Special  study  of  the  cat,  of  the  dog  and  two  or  three  other  farm 
animals ;  their  habits,  senses  mental  traits,  food  uses,  domestic  and  wild 
relatives. 

Teach  the  reading  and  uses  of  the  thermometer.  Study  how  the 
house  is  heated,  how  ventilated;  value  of  sunlight,  uses  of  sunlight, 
power  of  the  direct  vertical  rays  over  indirect  or  slanting  rays ;  all  kinds 
of  fuel. 

Study  of  different  soils  after  the  crops  are  harvested  and  where  the 
ground  is  bare.  Pick  up  stones  that  show  effects  of  weathering.  Stones 
decay.  This  decayed  stuuc  material  mingled  with  vegetable  matter  forms 
soil.     Compare  with  rusting  of  iron. 

Make  collections  of  such  seeds  as  are  to  be  found ;  learn  to  name, 
each  when  presented  separately ;  let  each  pupil  make  a  collection  for  the 
school  and  fair  exhibits.  Seeds  of  orchard  fruits  and  garden  vegetables 
may  be  arranged  in  exhibits  and  learned  by  sight  by  these  pupils.  Make 
a  seed  tester  and  get  ready  for  the  seed  testing ;  let  the  children  take  an 
individual  part  in  all  this  work. 

The  limbs  and  branches  of  the  different  kinds  of  trees — evergreens, 
forest  and  fruit  trees — may  be  seen  and  studied  at  different  times  so 
as  to  note  difference  in  structure  and  buds.  Compare  leaves  of  ever- 
greens with  those  of  the  deciduous  trees. 

Ears  of  different  varieties  of  corn  may  be  brought  to  school  and 
studied;  size  of  grains  and  their  quality,  size  of  corn  on  good  ears  and 
on  the  improperly  portioned  ones,  varieties  of  corn  in  the  immediate 
neighborhood,  popcorn  and  the  popping  of  it;  the  study  of  stover, 
forage,  meals  and  other  feeds ;  the  care  of  the  corn  cribs ;  the  prevention 
of  rat,  mouse  and  other  destruction  of  the  grains ;  the  shelling  and 
grinding  of  corn. 

The  poultry  yard ;  the  care  of  the  laying  hens ;  gathering  of  the  eggs, 
the  care  and  cleanliness  of  the  hen-house.  Let  the  pupils  construct  the 
buildings  out  of  paper,  showing  nest  and  roosting  places. 

Put  some  seeds  to  soak  now  and  then  and  have  the  pupils  write  and 
tell  orally  what  they  see.  The  value  of  the  proper  care  of  all  seeds 
during  the  winter  can  now  be  well  taught  and  thorough  learned. 

Visits  to  a  market  to  see  and  learn  the  marketing,  the  names  of 
new  objects,  the  buying  and  selling,  the  care  of  fruits,  vegetables,  etc., 
and  preparation  of  these  to  be  bought  and  sold.     The  shipping  of  vege- 


188  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

tables  not  native  could  be  the  basis  of  a  fine  lesson  in  agricultural  geog- 
raphy. 

Have  experiments  with  the  growing  of  cuttings,  seeds,  bulbs,  etc., 
in  boxes  of  loam  or  sand.  Study  these  and  have  the  observations  writ- 
ten up  and  told  by  the  pupils  from  time  to  time. 

Study  native  wild  animals,  its  habits,  covering,  home,  hibernation, 
etc. ;  have  the  pupils  learn  the  native  wild  animals. 

It  is  not  necessary  to  separate  the  nature  study  and  the  study  of 
physiology  in  these  grades.  The  physiology  and  hygiene  of  the  farm 
animals  can  be  well  taught  in  the  oral  work  in  physiology.  See  Autumn 
Bulletin  and  the  Course  of  Study. 

The  minerals  of  the  neighborhood,  the  soils,  etc.,  are  splendid  sub- 
jects for  nature  study  work  at  this  season  of  the  year. 

General  Suggestions. 

1.  The  trips  in  the  winter  season  should  not  be  as  long  as  at  other 
seasons,  they  may  be  more  specific  so  as  to  take  less  time  if  the  weather 
is  bad. 

2.  The  work  of  the  autumn  should  often  be  recalled  and  reviewed; 
specimens  should  be  gathered  and  collections  made  that  make  a  good 
exhibit.  These  should  be  preserved  and  shown  at  the  school  displays 
and  at  the  fairs. 

3.  Effects  of  heat  and  cold  should  be  well  taught, — effects  upon 
plants  and  animals. 

4.  Better  farmers  and  farm  life  should  be  a  constant  aim  in  all 
this  teaching.  While  we  teach  clean  fields  and  gardens,  we  also  teach 
clean  bodies  and  minds  in  our  pupils  an4  the  result  will  just  as  certainly 
be  reflected  in  the  citizenship  of  the  future. 

5.  The  habit  of  killing  the  wild  animals  and  birds  is  now  as  never 
before  a  fruitful  line  for  thought  and  should  be  counteracted  by  skilful 
teaching  as  fast  as  possible  by  creating  different  ideals  and  teaching  the 
real  uses  of  the  different  birds  and  arlimals ;  most  of  them  are  very  useful. 

6.  The  helpful  sympathy  and  encouragement  of  the  patrons  in 
this  teaching  is  also  to  be  an  aim;  that  they  too  may  learn  is  to  be  ex- 
pected for  they  never  had  the  opportunity  to  study  these  things  in 
school.  So  teachers  of  boys  and  girls  are  also  teachers  of  men  and 
women  both  of  the  present  and  of  the  future. 

"I  will  walk  abroad;  all  grief  shall  be  forgotten  today;  for  the 
air  is  cool  and  still,  and  the  hills  are  high  and  stretch  away  to  heaven; 
and  the  forest  glades  are  as  quiet  as  a  churchyard;  and  with  the  dew 
I  can  wash  away  the  fever  from  my  forehead,  and  then  I  shall  be  un<- 
happy  no  longer." — DeQuincey. 

7.  The  winter  months  are  the  ones  to  use  especially  for  exhibits 
that  public  should  see,  for  it  is  at  this  time  of  the  year  that  people  like 


FOR    THE    ELEMENTARY    SCHOOLS    OF   OHIO.  189' 

to  be  entertained ;  exhibits  of  garden  products  that  are  being  kept  over,  of 
soils  and  soil  testing,  of  grains,  fruits,  insects,  seeds  of  all  kinds  and  seed 
testing,  plans  for  the  farm  and  for  the  garden  for  the  next  year,  draw- 
ings, paintings,  articles  sewed,  embroidered,  etc.,  all  make  fine  displays  and 
each  has  its  lessons  for  the  children  and  for  those  who  see.  Contests 
if  conducted  without  friction  are  also  good  drawing  cards  for  a  school, 
exhibit.  Let  the  bulletins,  books  on  Agriculture  and  Nature  Study,  and 
the  courses  of  study  be  parts  of  the  exhibit  at  all  times. 

The  materials  for  the  County  and  State  Fair  exhibits  can  easily  be 
taken  from  these  displays  and  preserved  until  the  time  they  are  needed' 
to  be  prepared  for  the  fairs  at  the  close  of  school. 

First  Division. 

spring  term. 

(Grades,  2,  3  and  4.) 

In  addition  to  the  aims  set  forth  on  page  eight  of  the  Auttumn  Bulle- 
tin, one  more  aim  needs  to  be  kept  in  view  in  the  spring  work  in  these 
classes,  namely:  The  value  of  proper  preparation  for  the  planting  in 
every  detail — selecting  soils,  preparing  soils,  selecting  seeds,  tools  in 
order,  fences  in  order. 

Investigate  the  results  of  previous  work,  such  as  looking  into  the 
hot  beds  and  cold  frames  and  the  starting  of  such  if  not  already  done ; 
the  examination  of  the  rhubarb  and  strawberry  beds;  the  hyacinths, 
jonquils,  crocuses,  and  tulips  are  very  interesting  study  now  when  the 
children  are  so  anxious  to  see  something  growing;  the  onion  and  lettuce 
beds  should  be  well  along,  especially  the  former  if  there  was  any  fall 
planting;  transplant  wild  flowers  and  plant  seeds;  the  fall  work  for  the 
extermination  of  weeds  by  destroying  the  old  weed  stalks  and  seeds  by 
burning  will  now  show  its  results  and  the  attention  of  the  pupils  ought 
to  be  called  to  the  value  of  this  kind  of  work. 

Around  the  farm  house  notice  the  condition  of  the  flower  beds,  the 
garden  and  the  fruit  orchards;  complete  the  preparation  of  these  for 
the  Spring  planting  and  for  the  proper  cultivation,  fertilizing,  spraying, 
etc.  Learn  the  names  of  the  different  trees  and  plants  found  on  the 
grounds;  the  walks  and  roads  around  the  farm  home  and  how  to  make 
them  and  keep  them  in  order.  Examination  of  the  seed  collections  to> 
see  if  they  have  kept  well;  planting  seeds  from  these  collections  to  see 
if  they  will  grow.  Note  how  the  seeds  have  been  preserved  in  different 
homes  and  call  the  attention  of  the  children  to  the  best  methods  of  pre- 
serving grain,  fruits  and  seeds  of  all  kinds. 

Get  a  measurement  of  each  of  the  gardens  represented  in  the  class 
and  use  it  in  the  arithmetic  classes  and  for  the  purpose  of  planning  what 
to  plant  in  them.  Study  the  plants  and  plans  used  the  preceding  year 
or  years  and  teach  the  pupils  how  to  improve  upon  them  as  to  the  beauty^ 


190  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

and  utility  of  the  gardens.  Have  the  children  draw  plans  for  the  flower 
and  garden  beds  and  for  the  whole  lawn  and  garden  at  their  homes; 
visit  some  of  these  that  are  well  planned  and  point  out  the  various  use- 
ful and  beautiful  phases  of  each  lawn  and  garden.  Call  attention  to 
trees  and  other  objects  in  the  garden.  Is  it  a  good  thing  to  have  trees 
in  the  garden?     Why,  or  why  not? 

Plant  some  flower  and  garden  seeds  in  egg  shells  and  in  the  seed 
tester;  show  some  seeds  growing  on  wet  cotton  or  under  wet  cloth; 
transplant  the  young  plants,  teaching  the  children  how  to  do  the  work 
so  as  to  be  successful,  using  great  care  to  every  detail  and  that  the 
pupils  grasp  the  idea  of  each  step ;  have  the  pupils  do  the  work  and 
use  all  patience  with  them  in  their  every  effort;  if  any  fail,  have  them  try 
again. 

Visit  some  homes  for  the  purpose  of  observing  the  house  plants; 
it  may  have  been  well  to  have  told  the  pupils  that  such  visits  as  these 
would  be  made  and  then  each  home  would  have  striven  to  have  had  some- 
thing to  show  to  the  classmates  when  the  observation  visit  was  made. 

Continue  weather  observations. 

Study  dew,  rain  and  fogs. 

This  work  can  be  best  studied  by  trips  to  the  woods,  streams,  rail- 
roads and  other  places  of  interest. 

Trips  to  the  woods  to  watch  the  new  buds  open,  to  name  the  trees, 
to  learn  to  know  the  trees  by  their  foliage,  bark  and  general  outlines, 
also  study  the  blossom. 

Other  trips  to  these  woods  to  study  the  birds,  their  habits,  their 
home-making,  their  food  gathering  and  their  real  uses  to  the  garden 
and  farm.  The  names  of  all  the  birds  that  remained  over  winter  should 
have  been  well  learned  and  then  as  the  migratory  birds  come  back  in 
this  season  their  names  should  be  learned  and  the  bird  studied.  Teach 
early  in  the  school  life  of  the  child  the  useful  birds  and  teach  the  special 
uses,  and  then  we  will  all  learn  how  few  of  the  bird  family  there  are  that 
are  not  useful,  for  very  many  that  we  in  the  past  have  called  enemies 
are  in  reality  our  friends  and  help  very  materially  in  the  holding  in  check 
of  the  destructive  insects;  then  back  of  the  songs  you  and  your  pupils 
can  hear  on  your  excursions,  think  of  the  beauty  of  color  and  happy  bird 
life  you  can  see  and  feel. 

The  building  of  bird  houses,  the  collection  of  material  for  the  nests, 
and  how  the  children  can  aid  in  this,  the  actual  huilding  of  the  nests, 
the  eggs,  the  hatching  and  feeding  the  young,  the  rearing  of  the  young 
and  the  flight  from  the  nest.  A  most  important  element  to  be  taught 
is  the  protection  to  be  given  these  bird  friends.  With  the  forests  thin- 
ning out  more  and  more,  the  birds  must  be  encouraged  and  assisted  to 
make  their  homes  with  us. 

The  language  work  is  alive  when  we  use  such  topics  as  birds,  bird 
life,  and  excursions  among  the  birds  as  the  basis  of  our  language  work; 


FOR   THE   ELEMENTARY   SCHOOLS   OF   OHIO.  191 

such  material  is  here  found  and  it  is  a  live  matter  in  one  channel  of 
book  language  work  year  after  year. 

A  trip  to  the  banks  of  a  stream  to  observe  the  flow,  the  drift  and 
sediment  carried,  the  deposits  along  the  banks,  the  effects  of  the  currents 
and  eddies,  the  flow  of  ditches,  springs,  smaller  streams,  etc.,  into  it, 
all  have  a  special  meaning.  If  thoughtfully  planned  as  a  class  affair 
and  as  a  recitation  these  trips  will  dawn  upon  the  pupils  as  lessons  in 
drainage,  on  erosion,  on  fertilizing  the  land  by  deposits  of  the  overflow 
of  streams,  on  the  value  or  harm  of  running  streams,  upon  the  health  of 
the  people  by  carrying  away  the  refuse,  garbage,  etc.,  and,  in  addition  to 
all  these  objects  the  subject  of  commerce  over  the  running  streams  may 
be  elaborated  upon  and  then  lead  the  children  from  that  to  the  study 
of  commerce  upon  the  canals,  lakes  and  oceans. 

A  trip  to  the  railroad  depot  or  to  the  railroad  to  see  the  trains  load 
and  unload  the  express  matter  and  freight,  or  simply  to  watch  the  trains 
pass  and  observe  the  products  the  trains  carry  to  and  from  the  neighbor- 
hood.- Also  study  the  other  products  carried  to  the  farmers  and  observe 
the  people  traveling. 

Many  children  and  others,  too,  do  not  know  the  different  plants  — 
both  wild  and  domestic  —  in  their  very  young  state ;  so  a  trip  now  and 
then  to  study  the  young  flowers,  weeds  and  vegetables,  to  know  them 
by  their  earliest  leaf  productions  will  be  worth  while.  Some  of  the  seed 
collected  in  the  autumn  ought  to  be  planted  and  the  growth  watched 
from  day  to  day.  By  this  method  the  pupils  will  recognize  many  of 
them. 

The  results  of  these  trips  can  be  worked  out  in  the  oral  agricultural 
lessons  and  in  the  language  work.  The  collection  of  interesting  objects 
of  study  should  be  a  very  important  part  of  every  trip.  Young  as  these 
pupils  are  they  can  be  taught  some  of  the  diseases  and  the  most  harmful 
insects  that  visit  the  orchards  and  fields.  The  results  of  these  trips  to 
a  language  or  geography  class  will  rejuvenate  the  spirit  of  these  classes 
even  if  the  pupils  do  not  understand  all  the  technical  parts  of  the  subject. 

SOME    BOOKS    FOR    BUPILS    OF    THESE    AND    THE    FOLLOWING    GRADES. 

Farm  Friends  and  Farm  Foes   D.  C.  Heath  &  Co. 

Elements  of  Agriculture    D.  C.  Heath  &  Co. 

Nature  Study  Readers   D.   Appleton    &   Co. 

Elements  of  Agriculture   D.   Appleton    &   Co. 

Playtime   and    Seedtime    (series) D.   Appleton    &   Co. 

Nature   Study  in  the  Elementary   Schools The  MacMillan  Co. 

Uncle  Henry's  Letters  to  a  Farm  Boy The  MacMillan  Co. 

Nature  Study    (A  series) American  Book  Co. 

Birds  through  the  Year American  Book  Co. 

Ten   Common  Trees    American  Book  Co. 

In   the   Year   Round    (series) Ginn  &  Co. 

Friends    and    Helpers Ginn  &  Co. 

Stories  of  Insect  Life    Ginn  &  Co. 


192  •  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

Life   on   the   Farm A.   Flanagan  Co 

Great  American  Industries    A.   Flanagan  Co. 

The    Corn    Lady    A.  Flanagan  Co 

Second  Division. 
(Grades  5  and  6.) 

FALL  TERM. 

Sources  of  Information. 

In  this  division  pupils  should  be  taught  the  sources  of  valuable  in- 
formation for  the  student  of  agriculture.  Important  information  can 
be  secured  from  the  following  departments: 

1.  United  States  Department  of  Agriculture,  Washington,  D.  C. 

2.  Ohio   Agricultural   Experiment   Station,   Wooster,   Ohio. 

3.  State  Board  of  Agriculture,  Columbus,  Ohio. 

4.  State  Commissioner  of  Common  Schools,  Columbus,  Ohio. 

5.  The  State  Supervisor  of  Agriculture  in  your  district. 

6.  The  Agricultural  College,  O.   S.  U.,   Columbus  Ohio. 

The  Ohio  Experiment  Station,  The  Agricultural  College,  and  the 
State  Board  of  Agriculture  and  the  department  of  the  State  School  Com- 
missioner send  instructors  and  lecturers  where  the  public  may  require 
their  assistance. 

It  is  the  duty  of  the  teacher  to  encourage  cooperation  between  the 
community  and  these  departments  that  are  prepared  to  give  assistance 
in  agricultural  instruction. 

To  know  how  and  where  to  get  information  is  part  of  an  education. 
The  teacher  can  show  that  agriculture  is  one  of  the  broadest  fields  for 
the  development  of  the  intellectual  powers;  that  it  is  the  study  of  the 
three  great  kingdoms  of  nature;  the  mineral  kingdom,  the  vegetable 
kingdom  and  the  animal  kingdom. 

Write  for  Bulletin  19,  Division  of  Publications,  U.  S.  Department 
of  Agriculture;  this  is  a  classification  of  all  the  publications  of  this 
department  for  the  use  of  teachers. 

There  is  such  illustrative  material  that  can  be  obtained  free  of  cost 
by  those  who  will  take  the  pains  to  write  for  it ;  teachers  can  also  secure 
from  manufacturers,  many  samples  of  manufactured  products,  for 
school  exhibits,  to  show  what  can  be  made  from  the  raw  materials  of 
the  farm. 

Send  to  the  U.  S.  Department  of  Agriculture  for  alfalfa  cultures 
for  experimental  purposes ;  food  products,  maps,  metric  system  charts ; 
chart  of  the  classification  of  clouds ;  a  territorial  map ;  and  other  similar 
publications  from  the  government. 

1  he  Community. 

This  work  should  begin  with  a  study-  of  community  life.  The 
child   should  know   the  people  of   his   community,   and  how  they  live; 


FOR    THE    ELEMENTARY    SCHOOLS    OF   OHIO.  193 

how  the  community  supports  itself,  and  its  relation  to  the  neighboring 
communities;  how  churches,  schools,  roads,  telephones,  telegraphs  and 
mail  routes  and  many  other  modern  conveniences  come  to  be  here ;  pupils 
should  be  taken  on  trips  to  visit  shops,  mines,  and  factories  where  they 
can  have  an  opportunity  to  see  different  classes  of  the  leading  trades 
of  the  country;  let  them  see  the  working  of  levers,  pulleys,  derricks, 
cranes  and  steam  shovels;  examples  of  water  power,  steam,  electricity 
and  gas.  Let  them  see  the  traffic  of  the  city  and  the  different  occupa- 
tions represented;  transportation,  commerce  and  manufacturing; 
methods  of  transportation  on  lakes,  rivers  and  canals ;  on  railroads  and 
public  highways. 

Study  the  subject  of  soils;  how  they  were  formed;  the  lay  of  the 
land  and  how  it  is  drained;  what  the  farms  produce  and  why;  road 
building  methods;  tools  and  materials  used  in  construction;  costs  and 
benefits  to  be  derived.  Teach  the  important  facts  pertaining  to  the 
community. 

Let  the  children  go  on  excursions  from  the  city  to  the  country ; 
let  them  come  in  touch  with  rural  life;  let  them  see  some  model  farms 
with  their  well  kept  and  well  arranged  buildings;  the  barns  filled  with 
grain,  feed  and  well  kept  stock. 

These  trips  may  be  used  to  furnish  material  for  composition  and 
language  work. 

Plants : 

Continue  garden  work  started  in  spring;  care  of  strawberry  beds 
and  plants,  raspberries  and  other  plants  in  winter;  tree  planting  in  the 
fall;  study  contrast  between  evergreen  and  deciduous  trees;  plant  nuts, 
peach  seeds,  acorns,  and  other  seeds  that  come  up  the  following  spring. 

Study  the  coloration  and  fall  of  autumn  leaves;  study  changes  as 
they  take  place  in  the  oak,  maple  and  a  few  other  trees;  make  collec- 
tions of  leaves,  of  the  walnut,  elm,  oak,  willow,  basswood,  apple,  thistle, 
clover,  timothy,  and  other  familiar  leaves ;  arrange  collections  artistically 
on  cardboard,  in  herbariums,  or  in  some  manner  suitable  for  displays 
at  township  or  county  exhibits ;  leaves  can  be  assembled  in  groups  from 
their  resemblance  in  venation,  in  base,  in  apex,  in  margin.  Learn  to 
recognize  the  leaves  of  each  kind  of  tree  represented  in  your  collection. 

Make  a  collection  of  different  varieties  of  wood  found  in  your  part 
of  the  state;  cut  into  sections  or  blocks  of  uniform  size  and  length; 
show  effects  on  the  grained  surface  by  cutting  blocks  lengthwise  and  at 
different  angles ;  quartersawed ;  effects  of  planed  and  polished  surfaces ; 
modes  of  finishing  woods. 

Learn  to  recognize  and  name  the  different  kinds  of  wood  from  the 
characteristics  of  the  bark ;  the  sawed  surfaces ;  the  rough ;  the  polished 
sides. 

Study   the   formation   of  grain;    the  texture  and   arrangement  of 
cells;    the  rings  of  annual  growth. 
13  s.  c. 


194  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

Study  commercial  uses  and  values  of  each ;  make  a  list  of  different 
kinds  of  woods  and  explain  how  used  in  construction  of  dwellings. 

Study  the  woodman's  life,  forest  and  game  preserves;  conservation 
of  our  forests ;  natural  resources ;  coal ;  waterpowers ;  water  rights ; 
iron;    lead;    copper;    mines. 

Make  a  drawing  of  a  corn  plant  which  has  been  carefully  taken 
up  by  the  roots.  Cut  across  a  piece  of  stalk;  cut  it  lengthwise  and 
examine  structure ;  examine  threads,  air  ducts,  and  outer  part  of  stalk ; 
note  arrangement  of  leaves;  circulation  of  sap;  observe  position  of 
roots;  study  effects  of  cultivation,  examine  tassel;  stamens;  pollen; 
pistils. 

Remove  husks  carefully  from  ear  of  corn;  examine  silk;  fertiliza- 
tion ;  make  collection  of  different  types ;  study  history ;  statistics ;  make 
collection  of  ten  good  ears;  study  uniformity;  shape;  weight;  study 
kernel;  draw  diagram;  structure  composition;  locate  color,  starch, 
gluten,  hull,  germ,  tip  and  crown ;  observe  number  of  rows,  sides  of 
kernel,  embryo ;  study  feeding  value,  and  commercial  value ;  manu- 
factured articles. 

Make  a  collection  of  apples  from  your  neighborhood;  study  color,, 
flavor  texture;  market  value,  adaptibility,  keeping  quality;  cut  cross- 
wise and  lengthwise  and  make  drawings;  observe  star  shaped  arrange- 
ment of  seeds ;  name  parts ;  name  parts  of  flower  and  show  what  part 
remains  on  an  apple ;  study  other  fruits  in  same  manner ;  preservation,, 
preserves,  uses,  manufactured  products. 

Animals : 

Make  a  list  of  the  animals  of  the  farm,  forest,  stream  in  your 
neighborhood;  this  will  include  mammals,  birds,  reptiles,  fishes,  frogs, 
insects ;  and  other  animal  forms ;  explain  difference  in  life ;  study  ben- 
eficial and  injurious  forms ;  when  possible  make  collections ;  make  list 
of  most  useful  and  most  injurious  animals ;  make  a  comparison  of  the 
respective  values  of  horses,  cows,  hogs,  sheep,  cattle,  and  poultry ;  make 
a  list  of  the  manufacturing  industries  dependent  upon  these  products  of 
the  farm. 

Make  a  comparative  study  of  the  acorn  and  the  egg;  of  the  life 
of  a  tree  and  a  bird ;  of  the  life  of  a  frog  and  a  fish ;  of  a  bee  and  a 
butterfly.  Identify  fish  of  the  neighboring  streams';  those  on  the  mar- 
ket. Study  methods  of  catching,  fish  culture;  learn  the  classifiaction  of 
•i  few  such  animals  as  the  snail;  tortoise;  clam;  eel. 

Study  migration  of  birds.  (See  course  of  study.)  Study  care  and 
protection  of  birds  that  stay  with  us  over  winter.  Study  birds  as  seed 
and  worm  destroyers,  classify  the  birds  as  birds  of  prey ;  songsters ; 
waders ;    climbers ;    game  birds ;    domesticated  fowls. 

The  Ohio  Experiment  Station  has  prepared  a  bulletin  on  Ohio  birds. 
It  has  been  prepared  expressly  for  the  use  of  Ohio  teachers,  and  will 


FOR    THE    ELEMENTARY    SCHOOLS    OF   OHIO.  195 

be  mailed  to  you  by  Sept.  i,  if  you  will  send  your  address  to  the  station 
at  Wooster,  O. 

Write  to  the  National  Association  of  Audubon  Societies,  141, 
Broadway,  N.  Y.,  and  ask  for  samples  of  leaflets,  and  directions  for 
organizing  a  Junior  Audubon  Class  for  bird  study.  Send  for  Special 
Leaflet  No.  22. 

Have  a  lesson  on  the  grasshopper.  Make  a  collection  of  grasshop- 
pers; name  different  parts  of  organs;  legs,  head,  tail  wings,  feeders; 
'  count  the  legs  as  they  are  on  the  thorax  or  abdomen  ?  Note  their  arrange- 
ment; observe  shape  and  difference  in  size;  shanks  of  hind  legs;  ex- 
amine the  antennae.  Where  iS  the  grasshopper's  backbone?  Observe 
differenc  betwen  vertebrates  and  invertibrates. 

Make  a  similar  study  of  the  honey-bee;  the  cricket;  house-fly  and 
other  insects.     Study  manner  in  which  insects  produce  sounds. 

Drawing.     Study  colors  and  drawing. 

Without  drawing  and  coloring,  our  study  of  flowers,  birds  and  in- 
sects will  fall  very  far  short  of  serving  its  highest  purpose;  observa- 
tion, imagination,  and  creative  power  must  go  together.  The  Audubon 
Leaflets  with  outlines  for  suggestions  and  colorings  can  be  of  great 
.assistance. 

Minerals  and  Soils: — (See  course  of  study.) 

Make  collections :  pebbles,  rocks,  minerals,  fossils,  arrow  heads  and 
other  relics  of  America's  early  inhabitants.  Observe  evidence  of  glacial 
period;  evidences  of  lake  beds;  study  bottom  lands  and  source  of 
alluvial  deposits;  difference  between  soil  on  high  and  low  grounds; 
identify  rocks  and  soids;  study  origin  of  gravel,  sand,  silt,  clay,  loam, 
muck,  effects  of  atmospheric  agents  and  elements  on  wearing  away  of 
bill  sides;   courses  of  streams;    disintegration  of  rocks. 

Farm  Lands : 

Let  pupils  use  sand  to  show  topography  of  immediate  locality;  draw 
map  of  a  well  drained  farm  and  illustrate  elevations,  depressions  with 
relief  worked  out  in  sand;  show  water  courses;  arrangement  of  fields. 
Show  location  of  buildings,  orchards,  wells,  woodlands,  pasture  lands, 
crops  and  other  important  features  of  farm  management. 

Study  preparation  of  lawns;  arrangement  of  trees,  shrubs,  vines, 
flower  beds;  seeding,  rolling,  watering, -fertilizing,  weeding,  study  plans 
for  beautifying  home  grounds  and  dwellings ;  study  advantages  of  order, 
arrangement,  system,  cleanliness  and  sanitary  conditions  in  all  the  build- 
ings and  their  equipments  and  environments. 

WINTER   TERM. 

Follow  the  directions  in  the  tentative  course  of  study. 
The  teacher  can  give  agricultural  instruction  every  hour  of  the  day 
"by  correlating  it  with  every  branch  taught  in  the  common  schools. 


196  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

Composition  and  Language: 

Obtain  colored  pictures  of  famous  paintings ;  there  should  be  pic- 
tures of  animals,  rural  scenes,  and  landscapes  hanging  on  the  walls  of 
the  school  room.  The  pupils  should  be  required  to  talk  and  write  of 
their  trips  to  the  rivers,  woods,  fields,  barns,  factories  and  cities. 

Reading : 

Select  lessons  in  reading  adapted  to  the  season  and  to  the  subject 
to  be  studied;  read  from  books  on  nature;  text  books  dn  agriculture. 
When  studying  birds  read  from  the  best  selections  on  birds  by  the  best 
prose  and  poetical  writers;  (see  list  of  selections  and  books,  page  ). 
Make  reading  the  exponent  and  vehicle  of  good  things. 

History : 

Study  causes  for  the  agricultural  and  industrial  development  of  the 
U.  S.  Study  the  progress  made  in  labor  saving  machinery  and  its  influ- 
ences on  different  parts  of  the  country;  study  the  history  of  corn  and 
other  products ;  learn  something  of  the  life  of  Luther  Burbank,  Thomas 
A.  Edison,  and  other  men  of  science ;   rather  than  warriors. 

Physiology  and  Hygiene: 

Make  a  comparative  study  of  the  structure  of  the  physical  organism 
of  man  and  some  of  the  lower  animals;  send  for  the  "Farm,  stock  and 
Family  Chart,"  by  the  Orange  Judd  Company,  New  York.  Send  to  The 
U.  S.  Dept.  of  Agriculture  and  get  the  Food  Products  Maps ;  these  will 
faciliate  the  teaching  of  composition  of  food  materials;  study  hygienic 
laws  in  construction  of  farm  buildings;  care  of  animals;  study  sanita- 
tion with  reference  to  water  supply. 

Geography : 

Study  the  map  and  learn  the  location  of  the  region  producing  each 
of  our  leading  agricultural  products;  study  the  states  that  lead  in  the 
production  of  each;  explain  causes  for  difference  in  products;  construct 
relief  maps  and  product  maps ;  arrange  a  corn  map,  a  map  showing  loca- 
tion of  other  staple  products  and  also  an  animal  map;  send  to  Wash- 
ington to  the  department  of  agriculture  and  ask  for  Crop  Reports  pub- 
lished by  the  Secretary  of  Agriculture  which  will  show  distribution  of 
products  and  give  valuable  statistics;  this  will  furnish  such  supple- 
mentary work  correlated  with  Geography. 

Arithmetic : 

Give  supplementary  problems  with  the  lesson  in  arithmetic;  have 
practical  agricultural  problems ;  they  should  combine  the  facts  of  agri- 
culture with  mathematical  training ;  feeding  problems ;  balanced  rations ; 
nutritive  ratio;  mixing  of  fertilizers;  mixing  sprays;  construction  of 
buildings;  silos;  cribs;  granaries;  tile  drains;  fences;  road  building; 
ditching;  problems  in  seeding;  planting  and  harvesting  of  wheat,  corn 
and  other  crops ;  marketing ;   egg  production ;   trade  problems ;   make  all 


FOR   THE    ELEMENTARY    SCHOOLS    OF   OHIO.  197 

problems  practical  and  applicable  to  the  every  day  transactions  of  the 
community  by  consulting  the  daily  market  reports. 

Plants: 

Study  a  tree  and  name  different  parts;  functions  of  parts;  plant 
foods ;  sources  of  nourishment ;  study  relations  of  air  and  leaves ;  roots 
an4  soils.  Learn  to  recognize  some  of  the  common  trees  of  the  forest; 
name  the  best  kinds  of  firewood;  some  of  the  best  commercial  woods; 
study  treatment  for  lengthening  the  durability  of  buildings,  post,  ties, 
paving  blocks,  shingles. 

Review  study  of  your  flower  and  weed  specimens  in  your  herba- 
riums; Distinguish  underground  stems,  bulbs,  and  tubers  from  roots; 
collect  exhibits  of  each. 

Study  plans  for  the  home  garden;  for  experimental  plots;  make 
collections  of  flower  and  vegetable  seeds ;  prepare  seed  testers ;  con- 
struct cold  frames,  hot  beds  and  study  methods  of  propagating  plants. 

Send  to  some  good  seed  house  for  catalogue;  make  selections  for 
spring  seeding;   toward  spring  test  the  germinating  power  of  seeds. 

Send  to  the  Ohio  Experiment  Station  for  the  following  bulletins: 
The  spray  bulletin;  The  Ohio  Weed  Manual;  Ohio  Plant  Diseases. 

Discuss  plans  whereby  a  boy  could  produce  the  greatest  income 
from  an  acre  of  ground;  a  farmer  on  ten  acres;  on  twenty  acres;  on 
forty  acres;    on  eighty  acres. 

Have  corn  judging  contests;  organize  fro  a  corn  growing  contest; 
form  boys'  and  girls'  agricultural  clubs..  Hold  agricultural  exhibits. 
Write  to  your  supervisor  of  agriculture  for  infomation  and  plans. 

ANIMALS: 

Observe  how  the  chipmunk,  woodmouse,  woodchuck,  and  muskrat 
prepare  for  winter;  how  they  live;  animals  that  hibernate;  make  an 
investigation  of  what  becomes  of  certain  insects  and  snakes  in  winter. 

Household  Pests: 

Study  methods  for  the  destruction  of  mice,  rats,  flys,  mosquitos, 
moths  and  other  vermin ;  send  to  the  U.  S.  Dept.  of  Agriculture  for  the 
following  bulletins:    (Farmer's  Bulletins.) 

155.     How  insects  affect  health  in  rural  districts. 

459.    House  Flies. 

369.     How  to  Destroy  Rats. 

383.     How  to  Destroy  English  Sparrows. 

Send  to  the  bureau  of  entomology  circulars,  U.  S.  Dept.  of  Ag.  for 
circulars : 

34— House  Ants;  36— The  true  Clothes  Moths;  47— The  Bedbug;* 
48 — The  house  Centipede;    51 — Cockroaches;    71 — House  Flies;    108 — 
House  Fleas. 

Send  for  circular  j6 — List  of  Publications  of  the  Bureau  of  Entom- 
ology. 


198  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

Name  the  fur-bearing  animals  of  your  locality;  explain  causes  for 
difference  in  values  of  winter  and  summer  furs;  name  some  animals 
that  yield  most  valuable  furs ;  effects  of  cold  weather  on  the  hair  of 
domestic  animals;  observe  effects  of  blanketing  horses;  note  the  change 
of  colors  between  summer  and  winter  in  fur-bearing  animals. 

Observe  difference  in  quantity  of  feed  required  between  summer 
and  winter;  explain  causes ;  explain  balanced  rations;  why  hens  fed 
on  corn  alone  may  be  fat,  but  not  produce  many  eggs;  observe  dif- 
ference in  feeding  beef  and  dairy  cattle.  Will  a  feed  that  produces  fat 
be  the  same  as  that  that  is  a  good  producer  of  milk? 

Study  the  products  of  milk  and  beef ;  name  the  uses  of  hides, 
leather,  bones,  tallow,  fat,  hoof,  hair,  and  other  parts  of  slaughtered 
animals;  what  great  industries  are  dependent  upon  the  production  of 
cattle,  sheep,  hogs  and  poultry? 

Observe  difference  between  herbivorous  and  carnivorous  animals; 
name  some  that  live  on  both  flesh  and  vegetables;  study  the  dog  and 
his  relatives;  the  cat  and  his  relatives;  name  some  animals  that  live 
in  water  and  some  that  live  both  on  land  and  in  water;  can  we  always 
distinguish  clearly  between  plants  and  animals?  Between  organic  and 
inorganic  bodies  ? 

Make  observations  and  collections  to  show  how  closely  the  three 
great  kingdoms  of  nature  are  merged  into  one  another;  that  we  can 
scarcely  draw  the  lines  of  demarkation. 

MINERALS: 

Secure  specimens  of  iron  ore,  different  kinds  of  coal,  limestone, 
sandstone,  shale,  marble  and  granite ;  explain  how  coal  is  formed  from 
vegetable  matter;  limestone  from  shells;  sandstone  by  nature's  process 
of  cementing  together  grains  of  sand;  how  shale  is  formed  from  mud; 
uses  of  limestone,  sandstone  and  granite  for  building  purposes;  stones 
used  for  road  building;  how  lime  is  obtained  from  limestone. 

Have  a  specimen  of  a  well  weathered  rock;  study  how  clay  is 
formed ;  sand ;  pebbles ;  explain  how  the  different  agencies  have  trans- 
formed the  rocks  into  different  types  of  soil. 

Study  soil  water;  make  experiments  to  demonstrate  permeability 
and  capillarity  of  soils;  show  the  ascent  of  water  in  dry  soils  by  use  of 
glass  tubes  or  lamp  chimneys ;  make  experiments  to  illustrate  the  pro- 
cess of  osmosis;  show  effects  of  working  clay  soil  when  wet;  show 
effects  of  a  mulch  to  retain  moisture;  explain  irrigation;  test  soils  for 
acidity;    show  effects  of  freezing,  lining  and  humus  on  a  clay  soil. 

Farm  Management; 
Water — 

Study  different  sources  for  securing  water;  artesian  wells;  open 
wells  ;  waterworks ;  filtered  water ;  sterilized  water ;  difference  between 
soft  and  hard  water;  difference  in  the  city  and  farm  method,  of  getting 


FOR   THE   ELEMENTARY   SCHOOLS    OF   OHIO.  199 

water:  study  types  of  pumps  and  windmills;  resorvoirs,  tanks  and  cis- 
terns; methods  of  heating  or  cooling  for  house  use  or  for  stock;  study 
how  water  may  become  contaminated  and  contain  disease  germs  such  as 
typhoid;  explain  danger  in  using  cups  found  at  public  drinking  places; 
study  new  sanitary  methods  for  drinking  places. 

Lighting  and  Heating : 

Study  systems  of  heating;  the  fan,  steam,  hot  water,  and  gas  sys- 
tems ;  wood  stoves  and  coal  stoves ;  the  fire  place ;  study  chimney  con- 
struction; protection  from  fire;  study  combustion;  effects  of  oxygen; 
observe  movements  of  cold  and  warm  air;  explain  principles  of  ventila- 
tion; study  principles  of  the  kerosene  lamp;  of  electric  lights;  gas 
lights;  send  to  the  Standard  Oil  Company  for  samples  of  the  products 
of  oil;  study  nature,  use  and  dangers  of  gasoline,  acetyline,  benzine, 
electricity. 

Tools  and  Farm  Mechanics: 

Send  to  the  Wooster  Station  for  a  bulletin  No.  227,  Farm  Equip- 
ment; make  a  list  of  the  tools  needed  on  a  farm  of  80  acres;  study 
cost  as  given  in  above  named  bulletin ;  study  losses  caused  for  want  of 
care;  name  the  tools  that  belong  to  a  carpenter's  outfit;  name  some 
tools  every  boy  and  girl  should  learn  to  use;  study  care  of  tools;  pre- 
venting rust;    name  tools  of  a  blacksmith  shop. 

Study  principles  involved  in  the  construction  and  operation  of  farm 
machinery;  mower,  reaper,  fanning  mill;  separator,  cream  separator, 
milk  tester,  pumps,  wind  mills,  engine,  electrical  apparatus,  water  power, 
spraying  machinery,  seed  drills,  and  other  important  and  complex  ma- 
chines of  the  farm. 

Schools  should  have  courses  in  manual  training;  domestic  science; 
there  should  be  baking  contests,  sewing  contests ;  instruction  in  a  house- 
hold economy;  learn  to  construct  handy  household  articles;  ironing 
boards,  broom  holders,  shelves,  cases,  boxes,  and  other  useful  articles. 

And  last  and  above  all  things  else,  let  the  boy  have  his  pocket  knife 
for, 

"In  the  education  of  the  lad, 
No  little  part  that  implement  hath  had, 
His  pocket  knife  to  the  young  whittler  brings 
A  growing  knowledge  of  material  things. 

Projectiles,  music,  and  the  sculptor's  art, 

His  chestnut  whistle  and  his  shingle  dart, 

His  elder  pop-gun  with  its  hickory  rod, 

Its  sharp  ekplosion  and  reboundjng  wad, 

His  corn-stalk  fiddle,  and  the  deeper  tone 

That  murmurs  from  his  pumpkin-stalk  trombone, 

Conspire  to  teach  the  boy.     To  these  succeed 

His  bow,  his  arrow  of  a  feathered  reed, 

His  windmill,  raised  the  passing  breeze  to  win, 

His  water  wheel  that  turns  upon  a  pin, — 


200  MANUAL    OF    UNIFORM    COURSE   OF   STUDY 

Or  if  his  father  lives  upon  the  shore, 
You'll  see  his  ship,  "beam  ends  upon  the  floor," 
Full  rigged,  with  raking  masts  and  timbers  staunch 
And  waiting  near  the  washtub  for  a  launch." 

Help  the  boy  to  construct  these  contrivances.  Let  him  observe  and 
do  things.  Read  poems  and  prose  selections  that  show  great  powers  of 
observation,  such  as  "The  Barefoot  Boy,"  and  "The  Brook." 

Rural  Economics: 

Study  the  relation  between  location  and  value  of  farms;  between 
fertility  and  value;  between  fruit,  grain  and  stock  farms;  points  that 
determine  the  value  of  land ;  why  some  farms  are  neglected  or  deserted ; 
study  the  laws  of  supply  and  demand;  location  of  the  best  markets; 
cost  of  production,  transportation  and  marketing;  study  crop  reports; 
study  the  shortage  of  crops  and  find  the  probable  demand  and  produce 
accordingly. 

Study  the  ten  great  virtues  in  crop  production  and  farming: 
i.     Thorough 'drainage. 

2.  Soil  fertility. 

3.  Early  Plowing. 

j  4.  Thorough  preparation. 

5.  Tested  Seed. 

6.  Scientific  Cultivation. 

7.  Clean  crops. 

8.  Timely  harvesting. 

9.  Highest  prices. 

10.     Judicious  investments. 

Discuss : 

Methods  by  which  our  mails  are  carried;  distribution;  different 
kinds  of  roads;  effects  of  good  and  bad  roads;  on  our  mail  delivery, 
business;    schools,  health,  transportation  and  civilization. 

How  the  school  can  be  made  the  social  center  of  the  community ; 
reviving  the  spirit  of  the  old  spelling  school;  the  debating  society;  the 
literary  club;  make  the  school  the  home  of  the  domestic  science  con- 
test; the  agricultural  exhibit;  the  lecture  course;  the  public  forum; 
a  place  for  paintings,  sculpture,  music,  books,  flowers,  and  happy  chil- 
dren. 

PLANTS: 

Begin  study  of  flowers  with  their  earliest  appearance  in  the  spring; 
eachhh  pupil  should  be  provided  with  hand  lens  and  herbariums;  make 
collections- of  flowers  and  plants;  press  and  place  in  herbarium;  make 
drawings  and  write  descriptions. 

Study  seeds,  roots,  stems,  buds,  leaves,  flowers,  fruits,  and  functions 
of  each. 


FOR    THE   ELEMENTARY    SCHOOLS    OF   OHIO.  201 

Study  economic  importance  of  seeds;  as  a  source  of  food;  list  of 
foods  from  seeds ;  why  food  is  stored  in  seed ;  compare  plant  food  with 
animal  food;  food  substances  contained  in  seeds-sugars,  starches,  oils 
and  proteins;  name  articles  manufactured  from  the  kernel  of  corn; 
from  other  grains;  how  does  the  ox  prepare  the  food  for  us?  The 
cow?  Make  a  microscopic  examination  of  a  seed  and  name  parts;  by 
what  agencies  does  nature  disperse  seeds  ?  Make  collections  of  seeds  and 
arrange  in  small  glass  vials. 

What  forces  are  necessary  for  the  germination  of  plants?  Name 
some  seeds  that  germinate  first  in  spring;  those  that  require  the  great- 
est amount  before  germination;  conduct  experiments  to  demonstrate 
effects  of  different  degrees  of  light,  heat  and  moisture  on  germination 
and  growth  of  seeds;  construct  seed  testers;  place  seeds  in  glass  jars 
against  the  sides  so  they  can  be  seen  after  being  covered  with  oil ;  watch 
germination  and  growth ;  watch  the  development  of  the  organs  of  vege- 
tation;  roots,  stems  and  leaves. 

Roots  —  Watch  the  formation  of  roots,  root  hairs;  the  root  cap; 
note  growth  of  stem  and  root  in  opposite  directions;  study  anatomy  of 
root  and  name  parts;  kinds  of  roots;  compare  roots  of  oak,  corn  and 
turnip ;  examine  roots  of  air  plants  and  parasitic  plants ;  examine  change 
of  root  of  biennial  plant  the  second  year;    why  is  it  dry  and  tasteless? 

What  difference  do  we  find  between  the  growth  of  a  sweet  potato 
and  an  Irish  potato?  Which  of  these  is  a  root?  Which  is  a  part  of  the 
stem  ?    What  is  a  tuber  ?    What  difference  is  there  in  their  propagation  ? 

Study  difference  between  stems  and  roots  of  plants. 

Stems : 

Examine  stems  of  potato,  onion,  radish,  calamus,  timothy,  cane, 
mullein,  maple;  what  are  the  functions  of  the  stem?  Make  a  list  of 
stems  of  familiar  plants;  study  difference  between  a  corn  stalk  and 
trunk  of  an  oak;  observe  that  one  grows  from  the  inside  and  the  other 
from  the  outside;  observe  difference  between  herbaceous  and  woody 
stems;  difference  between  twig  and  trunk  of  an  oak;  study  difference 
in  stems  that  stand  upright,  those  that  twine,  and  those  that  trail  upon 
the  ground.  Explain  as  to  direction  of  growth  of  grape,  ivy,  straw- 
berry and  raspberry. 

Make  a  list  of  stems  used  for  food;  for  building  purposes;  from 
which  we  get  products  such  as  turpentine,  syrup,  sugar,  molasses.  Study 
trees  that  have  valuable  bark,  roots,  fruit  and  leaves.  Compare  the 
variety  of  economic  products  from  the  different  parts  of  plants  and  de- 
cide which  part  is  most  valuable.     Explain  causes  of  knots. 

Buds: 

Compare  a  lily  bud  with  the  bud  of  an  oak.  Observe  the  several 
modes  of  arrangement  of  buds  as  they  appear  on  stems;  terminal  and 
auxiliary.     Observe  nodes  and  interriodes ;    leaf  scars;    arrangement  and 


202  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

use  of  scales.  Notice  difference  in  branching  of  elm,  oak,  beech,  pine, 
fir.  Why  is  this  difference?  How  does  it  affect  the  beauties  of  the 
winter  woods? 

Cut  buds  transversely  and  longitudinally  and  examine  closely.  Ex- 
amine the  folded  leaves  and  position  of  flower  cluster. 

Leaves : 

Examine  a  young  healthy  leaf;  name  parts;  uses  of  each;  relation 
between  shape  and  arrangement;  external  characteristics;  internal 
structure;    transpiration;    respiration;    the  fall  of  the  leaf. 

Flowers : 

Inflorescence;  kinds;  essential  organs;  stamens;  pistil;  pollina- 
tion; the  ovary;  make  a  horizontal  diagram  of  the  whole  flower;  make 
a  vertical  diagram ;  point  out  the  sepals  and  petals ;  all  important  organs ; 
fertilization ;    modes ;    hybrids. 

Fruits : 

What  is  fruit?  Is  a  watermelon  fruit?  Use  of  fruit  to  the  plant; 
name  parts  of  an  apple;  examine  stone  fruit;  explain  difference  be- 
tween drupe  and  berry ;    explain  difference  between  grains  and  legumes. 

Name  the  ten  chief  elements  of  plant  food;  which  of  these  are 
least  abundant  that  usually  have  to  be  supplied  to  our  soil?  When 
a  plant  is  burned  what  elements  escape  in  the  form  of  gas,  as  smoke  and 
watery  vapor?     What  remains  in  the  ashes  after  combustion? 

Study  difference  in  varieties  of  plants;  differences  in  same  variety; 
study  causes ;  how  do  we  improve  plants  ?  Why  should  we  study  heredi- 
ty and  environment  when  selecting  seeds  and  plants  for  propagation? 
Can  we  make  a  good  selection  of  seed  without  seeing  the  whole  plant? 

Send  to  the  national  department  of  agriculture  and  ask  for  the  fol- 
lowing bulletins:  Farmer's  Bulletin,  No.  157.  Propagation  of  Plants. 
Study  different  methods;  spores,  seeds  layering,  tubers,  buds,  grafts. 
Note  the  periods  of  growth  and  reproduction ;  study  duration  —  annuals, 
biennials  and  perennials. 

Make  drawings  of  trees  before  leaves  appear  in  spring. 

"I  see  yonder  leafless  trees  against  the  sky, 
•'  How  they  diffuse  themselves  into  the  air, 

And,  ever  subdividing,  separate, 

Limbs  into  branches,  branches  into  twigs, 

As  if  they  loved  the  element,  and  hasted 

To  dissipate  their  being  into  it."     Emerson. 

Note  effect  of  light  on  color  of  plants ;  difference  in  color  of  apples 
on  the  upper  limbs  receiving  most  sunlight  and  those  growing  on  the 
lower  limbs  where  there  is  too  much  shade;  notice  the  blanching  of 
celery  and  the  shadded  leaves  of  cabbage;  place  a  plant  in  a  dark  room 
and  notice  how  the  color  will  change;  how  if  there  is  a  window  it  will 
grow  toward  the  light.     Why  do  trees  grow  taller  in  the  thick  forest  than 


FOR    THE   ELEMENTARY    SCHOOLS    OF    OHIO.  203 

in  an  open  space  or  field?  How  does  this  effect  the  value  of  timber? 
How  should  we  prune  fruit  trees  ?  Why  do  we  mulch  orchards  ?  Study 
different  kinds  of  mulch;  study  effects  of  deep  cultivation.  Should  we 
hill  up  corn  or  potatoes? 

Send  to  Washington  for  the  following  Farmer's  Bulletins : 

218.     The  School  Garden. 

409.     School  Lessons  on  Corn. 

423.     Forest  Nurseries  for  Schools. 

428.     Testing  Farm  Seeds  in  the  Home  and  in  the  Rural  School. 

468.     Forestry  in  Nature  Study. 

Animals: 

Study  the  principles  of  incubation;  care  of  chicks;  care  of  young 
farm  animals,  such  as  colts,  calves,  pigs.  Read  Bulletins  and  study  dis- 
eases of  young  stock ;  watch  for  the  migratory  movement  of  birds ;  date 
of  appearance;  prepare  attractions  for  the  birds  near  the  home,  com- 
pare damages  done  with  benefits  derived  from  the  presence  of  sparrows, 
black  birds,  crows,  owls,  hawks,  swallow,  wren,  bluebird  and  brown 
thrush. 

Soils: — Find  sample?  of  as  many  kinds  of  soil  as  possible;  sand 
sandy  loam,  clay,  clay  loam,  silt,  silt  loam,  soil  and  subsoil;  plant  seeds 
in  each  kind  and  note  results;  study  effect  of  water  on  each  kind  of 
soil;  note  color  of  soils,  where  is  there  more  of  the  organic  matter  or 
humus,  in  the  soil  or  in  the  subsoil?  How  does  a  farmer  increase  the 
amount  of  humus  in  the  soil  ?  On  what  kind  of  land  do  the  following 
crope  grow  best;  apples,  peaches,  potatoes,  alfalfa,  timothy,  wheat,  corn, 
oats,  onions  and  celery? 

Ar    .  BOOKS. 

Nature : 

1.  In  American  Fields  and  Forests.  W.  E.  Kershner,  (O.  T.  R. 
C.  Columbus,  Ohio.) 

2.  The  Outlook  to  Nature.  —  Bailey.  The  Macmillan  Co.,  New 
York. 

3.  Farm  Friends  and  Farm  Foes.  —  Reed.  D.  C.  Heath  &  Co., 
Boston. 

4.  Butterfly  and  Moth  Book.  —  Miller.  Charles  Scribner's  Sons, 
New  York. 

5.  The  Fall  of  the  Year.  —  Sharp.  Houghton,  Mifflin  &  Co., 
Chicago. 

6.  Birds  and  Bees.  —  John  Burroughs.  Houghton,  Mifflin  &  Co., 
Chicago. 

7.  Walden.  —  Thoreau. 

Scientific. 

1.  Practical  Course  in  Botany.  —  Andrews.  American  Book  Co., 
Chicago. 


204  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

2      Elements  of  Agriculture.  —  Warren.     Orange  Judd   Co.,  New- 
York. 

3.  First  Principles  of  Soil  Fertility.  —  Vivian.     Orange  Judd  Co., 
New  \"ork. 

4.  One  Hundred  Lessons  in  Agriculture. —  Nolan.    Row,  Peterson 
&  Co.,  Chicago. 

5.  Agriculture  in  the  Public  Schools  by  March  Bros.,  Pub.  Co., 
Lebanon. 

Have  the  pupils  read  some  of  the  following  selections  in  connection 
with  subjects  mentioned: 

Birds : 

To  a  Waterfowl Bryant. 

The  Winged  Worshippers  —  Charles  Sprague. 

The  Bobolink. 

To  a  Skylark  — Shelly. 

The  Sandpiper  —  Celia  Thaxter. 

The  Skylark  —  James  Hogg. 

The  Wounded  Curlew Celia  Thaxter. 

The  Birds  of  Killingworth  —  Longfellow.  }      \ 

The  Singing  Lesson  —  Jean  Ingelow. 

Robin  Redbreast  —  William  Arlingham. 

The  Winter-king — Selected.  • 

Flowers : 

Daffodils  —  Wordsworth. 
The  Bluebell  —  Selected. 
The  Flower  —  Tennyson. 

Trees : 

A  forest  Hymn  —  Bryant.  I    ' 

The  Planting  of  the  Apple  Tree  —  Longfellow. 

Woodman  Spare  that  Tree  —  Morris. 

Woods  in  Winter  —  Longfellow. 

How  the  Leaves  Came  Down  —  Susan  Coolidge. 

Nature : 

The  Brook  —  Tennyson. 

Break,  Break,  Break  —  Tennyson. 

The  Wanderer  —  Eugene  Field. 

The  Ocean  —  Byron. 
'         The  Chambered  Nautilus  —  Holmes. 

Thanatopsis  —  Bryant.  j 

The  Stranger  on  the  Sill  —  Thomas  Buchanan  Read. 

The  Cloud  —  Shelley. 

Darkness  —  Bryon. 


FOR   THE    ELEMENTARY    SCHOOLS    OF   OHIO.  205 

The  Seasons: 

The  Death  of  the  »Flowers  —  Bryant. 

September  —  Helen  Hunt  Jackson. 

October's  Bright  Blue  Weather  —  Helen  Hunt  Jackson. 

The  First  Snowfall  — Lowell.     The  Corn  Song  —  Whittier. 

Freaks  of  the  Frost  —  Hannah  Gould. 

Snow  Bound  —  Whittier. 

It  Snows  —  Sarah  Hale. 

Midwinter  —  Trowbridge. 

The  Dying  Year  —  Prentice. 

The  Snowstorm  —  James  Thomson. 

A  Summer  Longing  —  George  Arnold. 

Spring  Again  —  Celia  Thaxter. 

March  —  Wordsworth. 

April  Day  —  Caroline  Southey. 

The  Rainy  Day  —  Longfellow. 

Work  —  Eliza  Cook. 

Sowing  and  Reaping  —  Adelaide  Proctor. 

The  Song  of  the  Sower  —  Bryant. 

The  Summer  Shower  —  Thomas  Buchanan  Read. 

The  Rural  Life: 

The  Country  Life  —  Stoddard. 

The  Old  Oaken  Bucket  —  Woodworth. 

The  Barefoot  Boy  —  Whittier. 

A  True  Sportsman  —  Foss. 

That  Calf  —  Alice  Cary. 

The  Humblebee  —  Emerson. 

Thoughts  for  the  Discouraged  Farmer  —  James  Whitcomb  Riley. 

Evangeline  —  Longfellow. 

The  Deserted  Village  —  Goldsmith. 

Strawberries  —  Trowbridge. 

The  Fountin  —  Lowell. 

Living  on  a  Farm  —  Selected. 

The  Voice  of  the  Grass  —  Sarah  Roberts. 

Good  Night. 

In  Nature  Study : 

Read  from  Shakespeare. 

Quen  Mab's  Carriage.    Romeo  and  Juliet  I.,  4. 

A  Colony  of  Bees.     Henry  V,  I.,  2. 

Read  Eve's  description  of  Eden,  in  Book  IX  Milton's  Paradise  Lost. 

After  looking  into  the  great  open  book  of  nature,  let  the  student 
open  the  books  of  literature  in  nature-study. 

Hunt  for  beautiful  quotations  from  the  best  authors  that  are  applica- 
ble to  the  subject  under  consideration. 


206 


MANUAL    OF    UNIFORM    COURSE    OF    STUDY 


Make  a  collection  of  these  interpretations  of  beauty  by  the  world's 
great  lovers  of  nature. 

Make  selections  from  Shakespeare,  Wordsworth,  Byron,  Shelley, 
Emerson,  Bryant,  Longfellow,  Tennyson,  Whittier,  Holmes,  Riley,  Rus- 
kin,  Thoreau,  Burroughs  and  other  writers  of  poetry  and  prose. 


Third  Division. 


FALL  TERM. 


(Grades  7  and  8.) 

See  note  to  teacher  at  the  beginning  of  this  division  in  the  Course 
of  Study.  A  text-book  on  Elementary  Agriculture  should  be  used  in 
this  division.  Give  particular  attention  to  the  chief  farm  crop  cultivated 
in  your  locality. 

Study  of  Corn.  —  Have  pupils  bring  to  school  a  sample  ear  of  each 
variety  grown  on  their  farm.  Compare  these  and  note  difference.  The 
ears  brought  by  the  different  pupils  should  be  labeled  and  numbered.  In 
studying  the  different  specimens  of  corn  each  ear  brought  to  the  class 
should  be  studied  for  the  following  characteristics : 

A.  Breed  Characteristics. 

1.  Shape  and  size  of  ear.- 

2.  Roughness  of  kernels. 

3.  Color  of  ear. 

(a)  Color  of  grain. 

1.  Cap  of  grain. 

2.  Side  of  grain. 

(b)  Color  and  size  of  cob. 

4.  Number  of  rows  and  size  of  kernels. 

5.  Shape  of  grain  as  viewed  in  ear. 

B.  General  Qualities: 
Weight  of  ear. 
Weight  of  grain. 
Weight  of  cob. 
Ratio  of  grain  to  cob. 
Size  of  kernels  —  shape,  width,  depth. 
Space  between  grains,  between  rows. 
Space  between  grains. 

(a)  At  tip. 

(b)  At  crown. 

Filling  out  of  butts  and  tips  of  ears;    maturity  and  seed 
condition. 

(a)  Hardness  of  grain  and  cob. 

(b)  Dryness  of  grain  and  cob. 


8. 


FOR    THE   ELEMENTARY    SCHOOLS    OF    OHIO.  207 

(c)  Weight  of  ear  in  proportion  to  size. 

(d)  Color  of  ear  and  grains. 

i.     Due  to  immaturity. 

2.     Due  to  moisture  conditions. 

(e)  Color  of  germs. 

(f)  Size  of  germs. 

(g)  Freedom  from  mold  and  attack  of  insects  or  other 

injury. 

i.     Uniformity  of  grains  in: 

(a)  Size. 

(b)  Shape  as  viewed  in  ear. 

Rules  to  observe  in  selecting  good  seed  corn: 
i.     Ears  should  be  of  medium  size. 

2.  Ears  of  a  bright,  healthy  color,  that  are  heavy  for  their  size. 

3.  Ears  with  kernels  of  uniform  size  and  shape. 

4.  Ears  with  rows  running  parallel  to  the  length  of  the  cob,  with 
little  space  between  the  rows  and  well  rilled  out  at  the  butts  and  tips. 

5.  Ears  having  a  uniform  diameter;  that  is,  not  too  pointed  at  the 
tip  or  too  large  at  the  butt. 

6.  Ears  in  which  the  germ  of  the  kernel,  is  large. 

7.  Ears  that  are  produced  under  normal  conditions. 

Diseases  of  the  corn  plant.  Insects  that  are  injurious.  The  har- 
vesting of  corn.  The  selection  of  seed  in  the  field.  Methods  of  build- 
ing the  corn  crib.  Machinery  —  corn  binders,  corn  shredders  and  husk- 
ers,  corn  cutters  and  corn  shellers,  etc.  Plans  for  caring  for  seed  corn 
in  Fall  and  Winter.  Experiments  for  showing  shrinkage  by  keeping  over 
Winter.  Weigh  a  half  bushel  at  harvest  time.  Weigh  the  same  corn 
in  April.  Find  loss.  Formulate  problem  for  class  use  showing  loss  in 
value  when  corn  is  sold  in  the  Spring  at  Fall  prices.  Find  the  prices 
necessary  to  receive  in  Spring  to  justify  loss  of  weight  over  Winter. 
For  further  information  on  farm  problems  see  Hatch  &  Hazelwood's 
Elementary  Agriculture,  by  Rowe,  Peterson  &  Co.,  Chicago,  6oc.  Con- 
duct a  Corn  Display  and  Contest.  This  can  be  done  in  connection  with 
your  Thanksgiving  Day  or  other  public  exercises.  Select  recitations  ap- 
propriate to  the  day.  Have  an  exercise  in  corn  judging  where  pupils  are 
prepared.  Compositions  on  "How  I  Cultivated  My  Corn,"  etc.,  "How 
I  Grew  My  Potatoes,"  "How  I  Managed  My  Vegetable  Garden,"  and 
similar  subjects. 

References:  U.  S.  Department  of  Agriculture,  Washington,  D.  C. ; 
Farmers'  Bulletins,  No.  199,  Corn  Growing;  No.  229,  The  Production 
of  Good  Seed  Corn;  No.  253,  Germination  of  Seed  Corn;  No.  298, 
Food  Value  of  Corn  and  Corn  Products ;  No.  303,  Corn  Harvesting  Ma- 
chinery;   No.  313,  Harvesting  and  storing  Corn. 


208  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

Helps  for  Teachers. 

(i)  The  A.  B.  C.  of  Corn  Culture,  by  Prof.  P.  G.  Holden,  Ames, 
Iowa.  This  small  pamphlet  tells  all  about  the  culture  of  corn  from  the 
selecting  of  the  seed  to  the  harvesting  of  the  crop  the  following  year. 
It  is  all  told  in  the  language  of  the  child. 

(2)  Nature  Study  on  the  Farm,  American  Book  Co.,  Cincinnati, 
Short  stories  about  things  that  take  place  on  the  farm. 

(3)  Farm  Friends  and  Farm  Foes,  D.  C.  Heath  &  Co.,  New  York. 
Farm  Friends  and  Farm  Foes,  as  indicated  by  the  title,  tells  in  simple 
language  something  about  the  things  that  are  really  the  farmer's  friend 
and  points  out  the  foes  of  the  farmer  and  how  to  get  rid  of  them. 

(4)  Examining  and  Grading  Grains,  Ginn  &  Co.,  Columbus.  Ex- 
amining and  Grading  Grains  gives  illustrations  sohwing  how  all  good 
grains  should  appear  and  sets  forth  rules  for  grading  them. 

(5)  Agriculture  in  the  Public  Schools,  published  by  March  Bros., 
Lebanon.  Agriculture  in  the  Public  Schools  contains  sixty  practical  ex- 
periments that  pupils  can  perform  with  home  made  apparatus ;  rules  for 
judging  corn;  how  to  conduct  corn,  vegetable  and  flower  growing  con-' 
tests ;  questions  to  prepare  the  teacher  for  an  examination  in  Agriculture 
with  the  bulletin  suggested  to  answer  many  of  the  questions;  and  plans 
for  the  teaching  of  Agriculture. 

Study  of  Wheat  or  Other  Grain.  —  See  Notes  in  Course  of  Study. 
Make  a  list  of  the  grain  crops  grown  in  your  neighborhood.  Find  the 
average  yield  per  acre  secured  on  the  different  grain  crops.  Account,  if 
possible,  for  the  cause  that  produced  such  a  difference  in  yield  in  the 
same  crop  and  on  the  same  kind  of  soil.  Was  any  fertilizer  used?  If 
so,  what  kind?  What  were  the  ingredients  of  same?  Were  the  grain 
fields  sown  in  clover  or  other  grass?  What  became  of  the  straw  of  the 
grain?  Find  out  how  many  crops  have  been  grown  on  different  fields 
since  they  were  in  clover  or  other  grass.  What  is  meant  by  three  year 
rotation?  Four  year  rotation?  Each  pupil  make  a  map  of  his  home 
farm  or  one  with  which  he  is  familiar.  Indicate  on  this  map  the  crop 
that  was  last  grown  in  each  field.  Teach  pupils  to  grade  grain.  What 
is  meant  by  No.  1,  2,  3  and  4  in  grading  grains.  Write  to  the  Railroad 
and  Warehouse  Commission,  Chicago,  111.  Ask  them  to  send  you 
(teacher)  the  rules  for  grading  wheat,  as  fixed  by  the  commission.  Rules 
for  the  study  of  other  grains  can  also  be  secured  by  writing  this  commis- 
sion. Teach  pupils  plans  of  treating  seed  wheat  or  other  grain  to  pre- 
vent smut.     (See  text-book.) 

References:  U.  S.  Department  of  Agriculture;  Farmers'  Bulletins, 
No.  132,  Insect  Enemies  of  Growing  Wheat. 

From  Wooster  Experiment  Station,  Wooster: 

Wheat  —  Cultural  and  variety  tests,  Bui.  82,   118,   i2g,  165. 

Oats — Cultural  and  variety  tests,  Bui.  67,  138  and  Circular  88. 


FOR    THE    ELEMENTARY    SCHOOLS    OF    OHIO.  209 

Diseases  of  Oats — Bui.  67,  97,  210. 

Fruit  Study.  —  See  Notes  in  Course  of  Study. 

1.  What  varieties  are  grown  in  your  district?  What  varieties  pro- 
duce the  best  quality?  Name  those  that  ripen  in  the  summer,  in  the 
Fall;  which  are  the  best  keepers?  Which  are  good  "cooking"  apples? 
"Eating"  apples?  Have  pupils  bring  in  a  few  samples  of  the  Fall  varie- 
ties. Wrhat  insects  injure  the  apples  in  your  district?  How  can  this  be 
prevented?  Secure  "The  Spray  Calendar"  from  the  Wooster  Experi- 
ment Station,  Wooster,  Ohio.  Should  any  one  desire  to  know  the 
"names"  of  certain  apples,  the  same  can  be  obtained  by  sending  speci- 
mens to  the  Secretary  of  the  State  Board  of  Agriculture,  Columbus, 
Ohio. 

2.  Where  can  young  trees  be  secured?  Find  out  all  you  can  about 
some  of  the  leading  nurseries  in  Ohio.  Write  to  the  State  Horticultural 
Society  for  information  on  fruit  growing.  The  law  of  Ohio  now  re- 
quires that  all  orchards  be  sprayed  at  least  once  a  year. 

3.  Learn  the  proper  methods  of  planting  the  apple  tree.  Why  trim 
the  roots?     Why  trim  the  top? 

4.  Pruning  is  very  important.  Study  your  text-book  on  this  sub- 
ject. See  also  the  State  and  National  Bulletins  on  "Pruning."  What 
time  of  the  year  do  the  farmers  of  your  district  prune  their  orchards? 

5.  See  your  text-book  on  methods  of  grafting  and  budding.  The 
teacher  can  secure  a  set  of  grafting  tools  and  can  show  the  pupils  how  to 
proceed  in  this  work. 

6.  Cultivation  of  the  orchard.  Are  the  orchards  in  your  district 
well  cared  for  ?  Are  they  sprayed  regularly  every  year  ?  Are  they  clean  ? 
How  about  the  fence  rows?  Have  they  been  kept  free  from  orchard 
trash  ?  Is  the  land  cultivated  every  year  or  is  it  in  grass  ?  Is  there  any 
mulch  about  the  tree?  Could  the  yield  be  increased?  How?  Some- 
times old  orchards  have  been  renovated,  resulting  in  good  profits.  How 
can  this  be  done?  Write  to  Wooster  Experiment  Station  and  ask 
them  to  send  you  some  literature  on  the  "Cultivation  of  the  Orchard." 
A  few  trees  well  cared  for  will  give  better  results  than  a  large  number 
that  are  neglected.  In  planting  an  orchard  for  the  home,  select  such 
varieties  that  have  proven  satisfactory  in  your  locality  and  those  that 
ripen  their  fruit  at  different  times  of  the  year. 

7.  Disease  of  the  orchard. 

(a)  Fungous  —  Blight,  mildew  and  the  scab. 

(b)  Insect  pests  —  The   San  Jose  scale,  codling  moth,  apple 

tree  tent  caterpillar,  etc. 

Learn  to  identify  these  pests.  What  is  an  insecticide?  Name  two. 
How  are  thep  prepared?  What  is  a  fungicide?  Name  two.  How  are 
they  prepared  ?    For  "sucking"  insects  a  kerosene  emulsion  may  be  used. 

14  s.  c. 


210  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

References :     U.  S.  Department  of  Agriculture,  Farmers'  Bulletins : 

No.  87,  Orchards,  Cover  crops,  and  Cultivation. 

No.  113,  The  Apple  and  How  to  Grow  It. 

No.  154,  The  Home  Fruit  Garden. 

No.  181,  Pruning. 

No.  198,  Strawberries. 

No.  283,  Spraying  for  Apple  Diseases. 

No.  293,  Use  of  Fruit  as  Food. 

From  Wooster  Experiment  Station,  Wooster : 

Orchard  Culture,  Bui.  171. 

Dependable  Fruits,  Cir.  55. 

Renewal  of  Old  Orchards,  Bui.   180. 

The  Codling  Moth,  Bui.   160. 

Protection  of  Fruit  Trees  from  Rodents,  Bui.  208. 

Weeds. — See  Notes  in  Course. 

1.  The  pupil  should  be  taught  to  recognize  the  weeds  and  their  seed 
that  are  common  in  your  school  district.  Field  trips  may  be  taken  or 
plants  may  be  brought  into  the  school  room  for  identification.  What  is 
a  weed?  How  do  weeds  travel?  Do  the  weeds  of  the  field  differ  from 
those  of  the  garden?  Name  kinds  common  in  each.  Give  frequent  re- 
views in  weed  identification.  You  can  do  this  by  placing  a  slip  of  paper 
containing  a  number  on  each  specimen  and  then  have  the  pupils  write 
the  name  on  the  paper.  Weeds  can  be  exchanged  and  grading  done. 
Teach  only  the  common  name  in  the  elementary  school.  High  school 
jnipils  that  have  had  Latin  might  also  be  given  the  Botanical  name.    ' 

2.  General  characteristics  of  weeds : 

(a)  A  very  extensive  stem  growth  either  erect  or  horizontal. 

(b)  Special  adaptation  to  soil  conditions. 

(c)  Usually  perfect  means  of  seed  dispersal. 

(d)  Other  means  of  reproduction  besides  seeds. 

(e)  Special  adaptation  to  moisture  conditions. 

3.  Weed  control: 

(a)     Plow  ground  early  as  possible  after  planting  to  get  the 

weeds  checked, 
(b-)     Keep  the  seed  beds  clean  all  summer. 

(c)  Keep  the  fence,  rows  and  pasture  fields  clean  from  weeds 
that  may  go  to  seed. 

(d)  Practice  crop  rotation. 

(e)  Plant  a  smothering  crop. 

4.  Weed  extermination: 

(a)  Apply  strong  salt  water  or  weak  carbolic  acid  on  plants. 

(b)  Spraying    such    weeds    as    the    dandelions,   mustard    and 
plantain  with  iron  sulphate. 


FOR    THE    ELEMENTARY    SCHOOLS    OF    OHIO.  211 

(c)  Pull  them  out  of  the  ground  so  as  not  to  leave  any  roots. 

(d)  Plow  as  late  as  possible  and  follow  by  frequent  harrowing 
when  convenient. 

5.     Classification : 

(a)  Annuals. 

(b)  Biennials. 

(c)  Perennials. 

References :     U.  S.  Department  -of  Agriculture,  Farmer's  Bulletins 

No.  28,  Weeds :  and  How  to  Kill  Them. 

No.  86,  Thirty  Poisonous  Plants. 

No.  188,  Weeds  Used  in  Medicine. 

From  the  Wooster  Experiment  Station,  Wooster: 

Weed  Manual,  Bulletin  175. 

Spraying  for  Weeds,  Circular  102. 

Insects. — See  notes  in  bulletin. 

Learn  to  recognize  as  many  useful  and  injurious  insects,  as  may  be 
found  conveniently  in  your  district.  Distinguish  between  the  moth  and 
the  butterfly.  See  "Coulter-Patterson's  Practical  Nature  Study"  or 
Hodge's  "Nature- Study  and  Life,"  for  supplementary  work  in  nature 
on  insect  life.  Learn  the  life  stages  of  the  insect.  Observe  specimens 
illustrating  the  different  stages  in  a  few  common  insects.  Learn  the 
parts  of  the  insect.  Flies  and  mosquitoes  can  be  studied  in  the  Physiology 
class.  Teach  the  children  to  see  the  relation  existing  between  the  insect 
world  and  the  bird  world ;  between  the  insect  world  and  the  plant  world. 
Make  a  collection  of  useful  and  injurious  insects  to  the  farmer.  Dis- 
tinguish between  the  "biting"  and  the  "sucking"  insects;  insect  de- 
stroyers— birds,  toads,  etc.  What  birds  live  largely  on  insects?  Why 
should  these  birds  all  be  protected  by  law?  Learn  how  to  prepare  a 
good  insecticide. 

References:  U.  S.  Department  of  Agriculture,  Bureau  of  Entomol- 
ogy:— Circular  No.  16,  The  Larger  Corn  Stalk,  borer;  Circular  No.  67 r 
The  Clover  Root,  borer ;  Circular  No.  73,  The  Plum  Curculio ;  Circular 
No.  87,  The  Colorado  Beetle;  Circular  No.  92,  Mites  and  Lice  on  Poul- 
try ; ,  Circular  No.  98,  The  Apple-tree  Tent  Caterpillar ;  Separate  No. 
355  (Year  Book  of  1904),  Insects'  Injuries  to  Forest  Products;  Separate 
No.  381,  (1905),  Insect  Enemies  of  Forest  Production. 

U.  S.  Department  of  Agriculture,  Farmer's  Bulletins : 

No.  99,  Three  Insect  Enemies  of  Shade  Trees. 

No.  196,  Usefulness  of  the  American  Toad. 

No.  275,  The  Gypsy  Moth. 

From  Wooster  Experiment  Station: 

Insects  Affecting  Ohio  Shade  Trees,  Bui.  194. 

Spraying  Machinery,  Bui.  216. 


I 

212  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

For  San  Jose  Scale,  Bui.  169,  Circular  69. 

For  Grape  Rot,  Bui.  130. 

Chinch  Bug,  Bui.  77  and  106. 

Cicada,  Periodical,  Bui.  87. 

Hessian  Fly,  Bui.  107,  119,  136  and  177. 

Forage  Crops — See  Notes  in  Course.  What  grasses  are  best  adapted 
for  permanent  pasture?  Why?  For  hay?  Why?  What  are  the  true 
grasses?  Where  do  they  obtain  their  nitrogen?  Are  they  beneficial  to 
the  soil?  Why?  What  are  the  clovers?  Where  do  they  obtain  their 
nitrogen?  How  do  they  improve  the  soil?  Why  should  the  seed  of  the 
clovers  be  planted  with  the  seed  of  the  true  grasses  for  hay  crops? 
Make  a  study  of  the  "Meadow."  What  fertilizers- are  used  to  aid  the 
.growth  of  grass  crops  in  your  locality?  Make  a  study  of  alfalfa  and 
its  culture.  Find  out  the  difference  in  the  production  and  the  methods 
of  cultivating  the  different  clovers.  Also  observe  the  following  outline: 
When  cut?  How  cured?  Number  of  times  cut?  Purpose  of  second 
cutting.  Why  is  the  second  growth  often  plowed  under?  Number  of 
pounds  of  seed  sowed  to  the  acre?  How  is  it  threshed  for  seed?  Yield 
per  acre?  Price  per  bushel?  Number  of  pounds  per  bushel?  Total 
average  income  per  acre?    Average  net  income  per  acre? 

Classification  of  clovers : 

(a)  The  true  clovers. 

(b)  The  medics. 

(c)  The  melilots  of  sweet  clovers. 

The  true  clovers  include:   the  red    (mammoth  and  medium),   the 
crimson,  the  alsike  and  the  white. 
*     The  medics  include  the  alfalfa  and  burr  clover. 

The  mililots  are  white  and  yellow. 

Compare  food  value  of  these  clovers.  Get  each  kind  and  teach 
pupils  to  recognize  them.  Note  the  root  system — length,  branching  and 
nodules.  Make  a  study  of  rape,  millet  and  sorghum  and  other  forage 
crops. 

References'.    U.  S.  Department  of  Agriculture,  Farmers'  Bulletins: 

No.  260,  Seed  of  Red  Clover. 

No.  278,  Leguminous  Crops  for  Green  Manuring. 

No.  315,  Progress  in  Legume  Inoculation. 

No.  318,  Cowpeas. 

No.  339,  Alfalfa.  / 

From  Wooster  Experiment  Station,  Wooster: 
Culture  of  Alfalfa,  Bui.  181,  and  Circular  91  and  80. 
Forage  Crops,  Bui.  70. 
Soy  Beans,  Cir.  78. 


FOR    THE    ELEMENTARY    SCHOOLS    OF   OHIO.  213 

Millet,  Circular  81. 

The  Farm  Grasses  of  Ohio,  Bui.  225. 

See  A.  A.  Upham's  An  Introduction  to  Agriculture,  by  D.  Appleton 
&  Co. ;  also  Burkett,  Stevens  and  Hill,  by  Ginn  &  Co. 
Dairying. — See  Notes  in  Course. 

References:    U.  S.  Department  of  Agriculture,  Farmers'  Bulletins: 

No.  22,  Feeding  Farm  Animals. 

No.  55,  The  Dairy  Herd. 

No.  106,  Breeds  of  Dairy  Cattle. 

No.  166,  Cheese  Making  on  the  Farm. 

No.  141,  Butter  Making  on  the  Farm. 

From  Wooster  Experiment  Station,  Wooster: 

Feeding  for  Beef,  Bui.  60. 

Tuberculosis  of  Cattle,  Bui.  108. 

Silage  versus  Grain  for  Dairy  Cows,  Bui.  155. 

Silage  for  Fattening  Cattle,  Bui.  193. 

Value  of  Individual  Records  for  Dairy  Cows,  Cir.  67. 

Teach  children  the  meaning  of  the  term  "Balanced  Ration"  and  how 
to  feed  to  produce  a  "balanced  ration."  See  Goff  &  Mayne's  First 
Principles  of  Agriculture,  by  American  Book  Company,  Cincinnati. 

Make  a  study  of  the  silo.  Best  crops  for  silage.  Why  is  corn  the 
main  silage  crop?  What  kinds  of  corn  are  best  adapted  for  silage? 
Why?  At  what  stage  of  development  should  corn  be  cut  for  silage? 
Could  good  silage  be  made  out  of  fully  ripened  corn?  Why  not?  Does 
the  frost  effect  the  corn  intended  for  silage?  In  filling  the  silo,  why  is 
it  necessary  to  thoroughly  pack  the  corn?  Why  should  the  corn  next  to 
the  outside  of  the  silo  be  packed  more  than  that  in  the  center?  Have 
pupils  bring  corn  to  school  that  is  in  the  proper  condition  for  being 
placed  in  the  silo.  The  parents  should  be  consulted  by  the  pupil  in  se- 
lecting corn  in  the  proper  condition  for  the  silo. 

See  Farmers'  Bulletins  published  at  Washington: 

No.  32,  Silos  and  Silage. 

No.  292,  Cost  of  Filling  Silos. 

Milk. — Every  pupil  whose  parents  are  interested  in  dairying  should 
be  taught  the  use  of  the  Babcock  tester.  It  is  one  of  the  most  important 
factors  to  consider  in  the  dairy  business.  Schools  should  be  supplied 
with  a  Babcock  Milk  Tester.  Teachers  everywhere  are  surprised  at  the 
interest  that  can  be  aroused  in  the  community  by  having  the  pupils  test 
samples  of  milk  and  cream. 

Pupils  should  also  be  taught: 

(1)  The  care  of  the  milk  cans  and  pails. 

(2)  What  feeding  stuffs  may  effect  the  flavor  of  the  milk. 


214  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

(3)  The   reason   for  prompt   removal   of   the  milk   from   the 
stable. 

(4)  The  necessity  of  the  milker  wearing  clean  clothing. 

(5)  The  necessity  of  having  cows  kept  clean  and  comfortable. 

(6)  The  necessity  of  giving  the  cows  good  treatment — being 
kind  and  gentle  with  them  at  all  times. 

(7)  The  necessity  of  feeding  balanced  ration. 

References:    U.  S.  Department  of  Agriculture,  Farmers'  Bulletins: 

No.  42,  Facts  about  Milk. 

No.  63,  Care  of  Milk  on  the  Farm. 

No.  348,  Bacteria  in  Milk. 

Farm  Papers :  Do  not  fail  to  take  a  good  farm  paper  to  your  school 
for  the  use  of  the  pupils.  Get  them  in  the  habit  of  reading  these  papers. 
See  list  recommended  in  the  course  of  study.  Secure  samples  of  these 
journals  and  see  that  the  pupils  have  access  to  at  least  one  of  these  papers. 

Social  Life  of  the  Rural  Community. 

The  teacher  should  become  a  leader  in  educational  matters  in  the 
community.  Various  plans  may  be  carried  out  to  bring  this  about.  The 
following  are  suggested : 

1.  Parents'  Meeting  where  exercises  are  given  by  the  children. 
This  gives  the  teacher  and  patrons  an  opportunity  to  become  better 
acquainted. 

2.  Agricultural  Clubs,  where  pupils  are  given  an  opportunity  to 
express  their  views  on  different  phases  of  Agricultural  work  and  at  which 
time  contests  may  be  held. 

3.  Rural  Lecture  Courses,  where  all  departments  of  education  may 
be  presented. 

4.  Farmers'  Institute.  Teachers  should  interest  themselves  in  the 
promotion  of  Farmers'  Institutes. 

5.  Township  and  Village  school  displays  sohuld  be  encouraged,  con- 
sisting of  all  work  done  in  school. 

6.  Traveling  Libraries  should  be  secured  from  the  state  depart- 
ment. Any  one  interested  in  getting  the  use  of  good  books  free  should 
write  the  State  Librarian,  State  House,  Columbus,  Ohio. 

7.  Encourage  County  Fair  Boards  to  offer  prizes  on  Agricultural 
products  cultivated  by  your  pupils. 

8.  Give  your  encouragement  to  all  of  the  Farmers'  Organizations 
that  are  promoting  Agricultural  Education. 

WINTER  TERM. 

(Grades  Seventh  and  Eighth.) 
See  notes  to  teacher  at  the  beginning  of  this  division  in  the  Course 
of   Study.     A  text-book   on  Elementary   Agriculture    (See   list   recom- 


FOR   THE   ELEMENTARY   SCHOOLS   OF   OHIO.  215 

mended  on  page  n  of  the  Tentative  Course  of  Study)  should  be  used 
in  this  division.  Give  particular  attention  during  the  winter  months 
to  the  study  of  "Housing  and  Protecting  Farm  Animals."  Study  of 
Farm  Animals — Secure  photographs  of  pictures  of  the  common  farm 
animals  raised  in  Ohio.  Pictures  can  be  taken  from  Agricultural  bul- 
letins and  agricultural  newspapers.  Teachers  should  also  have  the 
pupils  visit  a  stock  farm  where  pure  bred  animals  are  kept.  The  own- 
ers or  keepers  of  these  animals  will  be  glad  to  explain  to  the  children 
about  the    plans  of  caring  for  the  animals,  leading  characteristics,  etc. 

The  following  outline  is  suggested  for  use  in  connection  with  the 
study  of  Farm  Animals. 

Farm  Animals. 

1.  Horses. 

(a)  Origin  and  distribution. 

(b)  Types  and  breeds — their  characteristics. 

(i)     Draft — English    Shire,    Clydesdale,    Percheron,    French 
Draft,  Belgian,  etc. 

(2)  Coach — French   Coach,   German   Coach,   Cleveland   Bay, 
Hackney,  etc. 

(3)  Roadsters  and  Light  Harness — American  Trotter,   The 
Thoroughbred,  The  American  Saddle  Horse,  etc. 

(4)  Ponies — Shetland,     Indian     ponies,     Mustangs,     Welsh 
Polo,  etc. 

2.  Cattle. 

(a)  Origin  and  distribution. 

(b)  Types  and  breeds — their  characteristics. 

(1)  Beef — Shorthorn,     Hereford,     Aberdeen — Angus,     Gal- 
loway, Sussex. 

(2)  Dajiry— Jersey,    Guernsey,    Ayrshire,    Holstein — Frisian, 
Brown  Swiss. 

3.  Swine. 

(a)  Origin   and  distribution. 

(b)  Types  and  breeds — their  characteristics. 

(1)  Large     Breeds — Chester    White,     Improved     Yorkshire, 
Tamworth. 

(2)  Medium      Breeds — Berkshire,       Poland-china,       Duroc- 
Jersey. 

(3)  Small  Breeds — Small  Yorkshire,  Essex,  Victoria,  etc. 

4.  Sheep. 

(a)  Origin  and  distribution. 

(b)  Types  and  breeds — their  characteristics. 

(1)     Fine — wooled — American      Merino,      Delaine      Merino, 
French  Merino  and  Cheviot. 


216  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

(2)  Medium — wooled — Southdown,        Shropshire,       Dorset, 
Hampshire,  Oxford,  etc. 

(3)  Long-wooled-Cotswold,  Leicester  and  Lincoln. 

References :  Bulletins  from  the  Department  of  Agriculture,  Colum- 
bus. Bulletins  from  the  Agricultural  College,  Columbus.  U.  S.  De- 
partment of  Agriculture,  Washington  D.  C,  Farmers'  Bulletin. 

No.  96,  Raising  Sheep  for  Mutton. 

No.  159,  Scab  in  Sheep. 

No.  170,  Principles  of  Horse  Feeding. 

No.  179,  Horseshoeing. 

No.  205,  Pig  Management. 

See  also  Bulletins  mentioned  under  Dairying  in  the  "Fall  Work". 

See  also  the  book — Types  and  Breeds  of  Farm  Animals  by  Charles 
S.  Plum. 

Use  supplementary  text  books  and  helps  for  teachers  recommended 
under  "Fall  Work." 

Bulletins  from  Wooster  Experiment  Station,  Wooster,  Ohio: 

No.   195,  Feeding  work  horses. 

No.  91,  117,  Lung  and  stomach  worms  of  sheep. 

179,  187,  Fattening  range  lambs. 

No.  73,  (Circular),  Tankage  for  hogs  in  cattle  feed  lots. 

No.  209,  Rations  for  fattening  swine. 

No.  213,  Specific  effects  of  rations  on  the  development  of  swine. 

Farm  -Machinery— Kinds,  uses,  value,  care  of.  History  to  show  im- 
provement. Catalogues  from  concern  where  farm  machines  are  manu- 
factured can  be  secured  for  school  use. 

Soil  Study — Test  soil  for  acid  and  alkali.  What  elements  are 
usually  lacking  in  soils?  How  can  they  be  secured?  Secure  samples 
of  commercial  fertilizers  in  small  bottles.  .  What  are  the  ingredients  of 
each?  Samples  of  phosphate  rock  and  other  fertilizing  materials  can 
be  secured  for  school  use  by  addressing  fertilizer  factories.  Make  a 
collection  of  soils  in  small  bottles.  Test  the  soils  for  their  power  to 
retain  water  and  for  capillarity.  Teaches  uses  of  tile  drains.  Soil  im- 
provement. Influence  of  Crop  Rotation  on  Soil  Improvement.  Saving 
soil  moisture.  Soil  water.  Soil  mulch.  Plant  food  in  soil.  Renewing 
old  soil.  Value  of  the  clovers  in  soil  improvement.  Mixing  of  home 
fertilizers.  Study  methods  to  improve  Ohio's  soil.  Influence  of  tillage 
on  soil.  Soil  must  be  improved  to  support  increased  population.  Per- 
form experiments  in  connection  with  the  study  of  soil. 

References — U.  S.  Farmers'  Bulletins: 
No.  yy,  Liming  of  Soils. 
No.  83,  Tobacco  Soils. 
No.  88,  Alkali  Soils. 


FOR   THE    ELEMENTARY    SCHOOLS    OF   OHIO.  217 

No.  257,  Soil  Fertility. 

No.  266,  Management  of  Soils. 

No.  406,  Soil  Conservation. 

From  Wooster  Experiment  Station,  Wooster. 

No.  159,  141,  Lime  as  a  fertilizer. 

No.  182,  183,  184,  Maintenance  of  fertility. 

No.  59,  (Circular),  Soil  Treatment  of  Tobacco  Beds. 

No.  79,   (Circular),  Requirement  for  Ohio  Soils. 

Literature  for  the  Teacher. 

Walden,  by  Henry  D.  Thoreau. 

Birds  and  Bees,  by  John  Burroughs. 

The  Fall  of  the  Year,  by  Dallas  Lore  Sharp. 

The  Bee  People,  by  Margaret  W.  Morley. 

In  the  study  of  birds,  let  the  pupils  read:  The  Wounded  Curlew; 
To  a  Waterfowl ;  The  Winged  Worshipers ;  The  Bobolink ;  To  a  Sky- 
lark; The  Sandpiper;  The  Singing  Lesson. 

In  the  study  of  flowers,  read:  Daffodils,  by  Wordsworth.  To 
Daffodils,  by  Robert  Herrick. 

Trees — A  Forest  Hymn — Bryant. 

When  you  are  studying  kindness  to  animals,  read:  A  True  Sports- 
man, by  Sam  Walter  Foss.     That  Calf — Alive  Cary. 

The  Builders — Longfellow.     Pictures  in  a  Poem — Trowbridge. 

In  the  study  of  nature,  read:  The  Brook,  by  Tennyson.  Coal,  by 
Kingsley;  The  Wanderer,  by  Eugene  Field;  The  Chambered  Nautilus, 
by  Dr.  Holmes;  The  Ocean,  by  Byron;  Thanatopsis,  by  Bryant;  The 
Stranger  on  the  Sill,  by  Thomas  Buchanan  Read. 

Winter  Study — Freaks  of  the  Frost,  by  Hannah  Gould. 

The  First   Snowfall — Lowell.     Midwinter — Trowbridge. 

Angling — George  Howland. 

Among  the  best  poems  on  rural  life  are  such  as,  Longfellow's 
Evangeline,  and  Goldsmith's  Deserted  Village.  The  Waggoner  of  the 
Alleghanies,  by  Thomas  Buchanan  Read.     Snow  Bound,  by  Whittier. 

Prose — Irving's  Sketch-book. 

SPRING  WORK. 


Third  Division. 
(Grades  7  and  8.) 

Poultry  Raising: — Breeds  of  chickens  of  the  neighborhood;  charac- 
teristics of  each;  feeding,  housing  and  general  care.  Incubators  and 
brooders ;  expenses  and  profits  in  poultry. 


218 


MANUAL    OF    UNIFORM    COURSE    OF    STUDY 


I. 


Points  to  be  observed  in  caring  for  eggs  for  hatching: — 

i.     Gather   every    day   in   warm   weather   and    every 
three  hours  in  cold  weather. 

2.  Keep  in  temperature  about  6o°  F. 

3.  Turn  eggs  daily. 

4.  Set  eggs  less  than  ten  days  old. 

5.  Set  regular  shaped  eggs. 

6.  Set  eggs  from  the  best  laying  hens. 

7.  Never  set  eggs  from  diseased  chickens. 


two   or 


2. 


Points  to  be  observed  in  caring  for  the  hen  while  setting : — 

1.     Place  her  where  she  will  not  be  disturbed  by  other  hens. 
Keep  water  and  shelled  corn  before  her. 
Keep  box  of  dust  or  weak  ashes  before  her. 
Dust  the  hen  with  insect  powder  when  you  set  her  and 
every  week  thereafter. 
Take  her  off  the  nest  as  soon  as  all  fertile  eggs  are  hatched. 

Points  to  be  observed  in  the  care  and  feeding  of  young  chicks: — 

(a)  Care 

1.     Place  coops  on  well  drained  ground. 
Keep  coops  clean  and  airy. 
Move  coops  frequently. 
Change  location  every  year. 
Dust  with  insect  powder,  etc.,  to  prevent  lice. 
Keep  out  rats,  etc. 
Keep  in  small  quarters  while  very  young. 

(b)  Feeding 

1.     First  meal  when  about  48  hours  old. 

Bread  soaked   in  milk  arid .  squeezed  or  boiled  egg,  then- 
chick  feed,  fine  grit. 

Later  coarse  corn  meal,  cracked  corn  and  cracked  wheat. 
After  third  week  mix  a  little  beef  scraps  with  feed. 
Keep  fresh  water  before  them.     Use  drinking  fountain  if 
necessary  to  keep  water  clean. 
Feed  three  times  a  day  while  young. 

Small  chicks  should  be  fed  in  separate  pens  from  old  hens 
and  large  chicks. 
Skim  milk  and  cheese  are  valuable  food. 


4- 


7- 

Care  of  cockerels  : — 

1.     Feed  regularly  and  all  that  will  be  cleaned  up  well. 


In- 


clude beef  scrap  in  rations. 

2.  Keep  in  comparatively  small  quarters. 

3.  Market  when  the  price  justifies  and  cockerels  are  in  good 
condition. 


FOR    THE    ELEMENTARY    SCHOOLS    OF    OHIO.  219 

5.  Care  of  pullets : — 

1.  Give  free  range. 

2.  Worms,  beef  scrap  or  green  bone. 

3.  Fresh  water  and  good  grain. 

4.  Keep  in  clean,  well  ventilated  coops  or  houses. 

5.  Avoid  having  them  roost  in  a  draft. 

6.  Keep  out  lice  and  mites. 

7.  If  properly  cared  for  they  will  lay  by  early  winter. 

8.  Market  surplus  stock. 

6.  Winter  egg  production: — 

1.  Breed  from  winter  layers. 

2.  Use  male  from  good  layers. 

3.  House:  well  ventilated,  clean  and  dry. 

4.  Exercise :    Feed  whole  grain  in  litter. 

5.  Green  food:  cabbage,  beets,  turnip,  clover,  alfalfa. 

6.  Give  fresh  warm  water. 

7.  Avoid  causing  them  to  eat  snow. 

8.  Feed  warm  mash  in  mornings. 

9.  Mash  can  be  fed  dry  or  moistened  with  hot  water  or  warm 
skim  milk. 

10.  Mash  may  include  corn  meal,  bran,  oat  meal,  and  about 
5%  ground  alfalfa  and  beef  scrap. 

11.  Keep  fine  grit  before  them. 

References:     Poultry  magazines  and  journals,  Incubator  catalogues 
and  leading  farm  papers. 
U.  S.  Department  of  Agriculture — Bulletins: 

No.     41 — Fowls,  Care  and  Feeding. 

No.     51 — Standard  Variety  of  Chickens. 

No.     64 — Ducks  and  Geese. 

No.  236 — Incubation  and  Incubators. 

No.   141 — Poultry  Raising  on  the  Farm. 

No.  182 — Poultry  as  Food. 

No.  200 — Turkeys,  Varieties  and  Management. 

No.  287 — Poultry  Management 

No.  357 — Methods  of  Poultry  Management  at  the  Maine  Agricul- 
tural Experiment  Station. 

From  Wooster  Experiment  Station,  Wooster.  Ask  to  be  placed  on 
-their  mailing  list  to  receive  all  bulletins. 

From  Maine  Agricultural  Experiment  Station,  Orono,  Maine: 

No.  100 — Poultry  Management. 

No.   168 — The  Fertility  and  Hatching  of  Eggs. 

For  disease  of  poultry — get  Bulletin  No.  138 — The  Poultry  In- 
dustry in  Maryland,  from  Maryland  Agricultural  Experiment  Station, 
College  Park,  Md. 

The  Biggie  Poultry  Book  from  Farm  Journal,  Philadelphia,  Pa. 


220  MANUAL   OF    UNIFORM    COURSE    OF    STUDY 

Fruit  Study — Where  fruit  raising  is  practiced  extensively,  study 
propagation  by  grafting,  by  budding.  Why  necessary.  History  of  some 
one  fruit  from  seed  to  maturity.  Pruning,  planting  and  spraying  of  fruit 
trees.  Secure  bulletins  (See  list  mentioned  under  Fruit  Study  in  the 
Autumn  Bulletin).  Also  write  State  Board  of  Agriculture,  Columbus 
and  Wooster  Experiment  Station,  Wooster,  for  their  Spray  Calendars. 

Corn  Study — Germination  of  seed,  make  corn  testers ;  compare  tests 
for  vitality.  Grading  corn.  History  of  Corn.  Varieties  adapted  to 
your  locality.  Planting  and  Cultivating  Methods.  Experiment  in  depth 
of  planting 

Determining  Germinating  Strength. 

Note  to  Teachers  :  Points  to  be  considered  in  preparing  geminat- 
ing boxes : 

i.     Direct  pupils  to  bring  to  school  shallow  boxes  filled  with  sand. 

2.  Have  them  divide  the  sand  surface  into  small  squares. 

3.  Number  each  one  of  the  small  squares. 

4.  Number  ears  of  corn  or  other  kinds  of  seed  to  be  tested  to  cor- 
respond with  the  number  on  each  small  square. 

5.  Remove  six  grains  from  different  parts  of  ear,  number  (1)  and 
place  in  square  number  (1). 

6.  Continue  this  process  until  all  squares  are  filled. 

7.  When  all  squares  are  filled  moisten  the  sand  and  keep  in  a  warm 
place  until  the  corn  (or  other  grain  that  is  being  tested)  comes  up. 

8.  In  the  country  schools  the  boxes  cannot  be  kept  at  school,  if 
the  house  is  not  well  heated  over  night.  Pupils  in  these  schools  should 
be  directed  to  take  the  boxes  home  and  keep  them  where  they  will  not 
be  destroyed  until  the  test  is  finished.  The  sand  in  the  boxes  should  not 
be  allowed  to  dry  out  until  the  plants  have  reached  an  inch  or  two  in 
height.  When  the  plants  (if  corn)  have  reached  this  height  the  boxes 
can  be  returned  to  school.  The  productiveness  of  each  ear  of  corn  may 
then  easily  be  determined  by  noting  the  strength  and  vigor  of  the  plant 
produced  from  each  kernel  planted.  Reject  all  ears  that  did  not  produce 
strong  plants  that  are  uniform  in  size  and  all  six  grains  productive.  Some 
seasons  it  is  impossible  to  get  perfect  germination  in  corn  but  we  should 
get  ears  as  near  perfect  as  possible.  See  the  form  following  for  record- 
ing germinating  tests. 

Form  for  Recording  Germinating  Tests. 

The  following  is  a  convenient  form  for  keeping  a  record  of  seed 
testing  that  is  carried  on  by  pupils  :: — 

Name  of  Seed:    Corn. 

Number  of  Seed  in  Tester:    200. 


FOR   THE   ELEMENTARY   SCHOOLS   OF  OHIO. 


221 


1/5 

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21 

C*a 

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Date  Started. 

Date   Sprouted. 

<u 

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a, 

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a 

6™ 

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fc^ 

feco 

fe 

fc 

P^H 

A 

Feb.     4 

Feb     10 

80 
100 
120 
190 
196 

120 
100 

80 

10 

4 

40 
50 
60 
95 
98 

60 

Feb.    15 

Feb.    22 

50 

Feb.    25 

Mar.     2 

40 

Mar.     3 

Mar    10 

5 

Mar.     4 

Mar.  11 

2 

Source  of  Seed:    Secured  from  a  successful  corn  grower  near  home. 
Remarks:    Only  the  last  show  per  cents  good  enough  to  plant.     All  sprouts 
in  last  two  indicate  a  strong  germ. 

Name  of  pupil :    Edwin  Harkrader. 
School :     Hillsdale. 

Prepare  to  have  a  corn,  vegetable  and  flower  growing  contest  during 
the  summer  and  exhibit  the  products  at  the  County  Fair,  or  at  school 
early  in  the  fall  term. 

For  information  on  "Corn  Culture",  "Nature  Study  on  the  Farm", 
"Farm  Friends  and  Farm  Foes",  "Grading  of  Grains",  and  Plans  for 
conducting  Corn,  Vegetable  and  Flower  Growing  Contests  and  exhibits, 
see  under  Helps  For  Teachers,  page  14,  of  the  Autumn  Bulletin. 

Always  test  all  seeds  for  vitality  before  planting.  Treat  potatoes 
for  scab  with  formalin.  See  text  book  for  method.  Examine  clover  and 
grass  seed  with  hand  lens  to  find  weed  seed  and  other  impurities.  See 
other  suggestions  in  Autumn  Bulletin. 

Corn  Record.* 
The  following  Corn  Record  is  Suggested  for  Pupils  Doing  Contest 
Work: 
Preparation  of  Seed  Bed 


Kind  of  Soil Area  of  Corn  Plot , 

Variety  of  Seed  Corn , 

From  what  place  was  the  Seed  -Corn  secured  ? , 

Was  it  tested  to  determine  whether  or  not  it  would  sprout? 

Date  of   Planting? 

What  Depth?   

Drilled  or  Checked  ? 

When  Corn  appeared 

Dates  of  cultivation  and  how  cultivated  ? 


♦This  record  can  be  altered  so  it  can  be  used  for  vegetable  and  other  contests. 


222                                 MANUAL    OF    UNIFORM    COURSE    OF    STUDY 
Purposes  of  Cultivation  ? , 


To  what  degree  was  the  corn  damaged  by  all  causes  ? 

Date  of  harvesting  the  ears  ? 

Were  the  ten  ears  exhibited  selected  when  the  corn  was  standing  or  after  husking? 


Did   you   find   the   variety   of    corn   you   used    suited   to  your   soil    and   climate? 


Why?   

Witness,  outside  of  family,  that  can  certify,  if  necessary,  that  the  corn  was  culti- 
vated and  harvested  by  the  person  keeping  this  record 

Address    S 


References:  See  list  mentioned  in  Autumn  Bulletin.  Secure  the 
following  circulars  from  Wooster  Experiment  Station,  Wooster. 

No.  53 — Experiments  with  Corn. 

No.  66 — Corn  Breeding  and  Registration. 

No.  71 — The  Selection  of  good  seed  corn. 

Also  No.  428 — Testing  Seeds — From  Washington,  D.  C. 

Bird  Study — 

1.  Birds  should  be  studied  all  the  year  around. 

2.  Begin  with  the  ones  the  most  common  and  learn  to  recognize 
a  few  each  month..  Winter  is  a  good  time  to  begin  as  there  are  not  so 
many  different  kinds.  Note  changes  in  some  species  from  season  to 
season.     Note  song,  manner  of  flight,  nest,  habits  and  food. 

3.  Learn  the  purpose  of  the  Audubon  Society. 

4.  Study  the  Ohio  law  for  the  protection  of  birds.  What  birds  are 
protected  by  law  ?  What  other  birds  should  be  added  to  this  list  ?  Why 
should  these  be  added?  Name  the  native  birds  that  are  beneficial  to 
farm  crops.     Injurious  to  farm  crops. 

5.  Look  up  your  Arbor  Day  Bulletins  from  this  office  for  informa- 
tion on  birds. 

6.  Discuss  methods  of  encouraging  birds  to  stay  with  us.  See 
Hodge's  Nature  Study  and  Life,  pp.  327-345. 

7.  Who  are  bird  enemies  ?    See  Burrough's  "Birds  and  Bees." 

8.  For  suggestive  exercises  on  birds  see  Coulter-Patterson's  Nature 
Study,  pp.  112,  122;  also  301-313. 

9.  Study  the  economical  value  of  birds  and  the  migration  of  birds. 

10.  Old  nest  can  be  taken  to  school  for  study  but  discourage  making 
egg  collections  as  it  leads  to  the  destruction  of  birds. 

Suggestion  to  teacher:  If  you  desire  your  class  to  make  a  special 
study  of  the  economical  value  of  birds  secure, — "Birds  in  Their  Relation 
to  Man"  by  Weed  and  Dearborn — published  by  Lippincott.  Other  books 
of  interest  on  the  subject  of  birds  are  as  follows:— 


FOR    THE    ELEMENTARY    SCHOOLS    OF    OHIO.  223 

1.  Birds  of  Village  and  Field,  Florence  A.  Merriam,  Houghton, 
Mifflin  &  Co.,  Boston. 

2.  The  First  Book  of  Birds,  Olive  Thorne  Miller,  Houghton,  Mifflin 
&  Co.,  Boston; 

3.  Birds  through  the  Year,  Gilmore,  American  Book  Co.,  Cincinnati. 

4.  Our  Birds  and  Their  Nestlings,  Margaret  C.  Walker,  American 
Book  Co.,  Cincinnati.  ■ 

References:    U.  S.  Farmers  Bulletin. 

No.     54 — Some  Common  Birds. 

No.  197 — Importation  of  Game  Birds  and  Eggs  for  Propagation. 

No.  383— 7H0W  to  destroy  the  English  Sparrow. 

No.  390 — Pheasant  Raising  in  the  United  States. 

Note  to  teacher :— If  pupils  are  interested  in  Quail  have  them  write 
to  Dr.  H.  C.  Minnich,  Oxford,  Ohio,  for  information  on  raising  quail. 
Dr.  Minnich's  son  has  been  very  successful  in  raising  quail  and  will  fur- 
nish information  to  those  that  may  be  interested  in  the  subject. 

Home  Garden  Studies— Those  persons  having  had  experience  with 
school  garden  work  not  only  in  Ohio  but  also  in  other  states  agree  that 
the  home  garden  is  better  than  the  school  garden  to  meet  the  need  of 
rural  children.  In  the  larger  villages  and  in  the  city,  school  gardens  are 
without  a  doubt  worth  while,  but,  aside  from  the  experimental  work, 
they  are  in  most  cases  neither  practical  nor  profitable  for  the  rural  boy 
or  girl.  There  is  no  question  about  the  value  of  the  Home  Garden  and 
the  School  Garden;  the  question  is  regarding  its  organization  and  man- 
agement. The  success  of  either  plan  will  depend  largely  upon  the  enthu- 
siasm of  the  teacher  who  must  take  the  lead  in  all  garden  work.  The 
teacher  should  plan  the  work  carefully,  first  getting  as  much  information 
on  the  subject  as  possible  from  all  sources.  Garden  work  successfully 
done  is  one  of  the  very  best  possible  means  of  interesting  children  in  all 
forms  of  Agriculture.  If  it  is  not  carefully  planned  and  cared  for  after 
it  is  started  it  is  likely  to  be  a  failure.  Perhaps  ninety  per  cent,  of  the 
failures  in  garden  work  result  from  the  teacher  undertaking  the  work 
before  he  has  thoroughly  investigated  the  subject  and  received  some 
plans  from  other  school  teachers  that  have  been  successful.  Then  it  is 
generally  the  case  that  most  teachers  ask  the  children  to  undertake  too 
much  in  the  beginning.  Small  gardens  in  the  spring  become  large  gar- 
dens when  the  sun  gets  hot  in  summer.  Have  each  child  who  enters 
into  the  work  understand  that  he  is  not  to  give  up  the  work  until  it  is 
completed.  It  is  generally  advisable  to  suggest  to  the  children  that  they 
not  undertake  to  plant  more  than  two  or  three  varieties  of  plants.  The 
teacher  undertaking  garden  work  should  have  a  record  book  and  keep 
in  it  the  names  of  the  children  planting  gardens  adn  the  kinds  of  seed 
grown  by  each  one  engaging  in  the  work.  These  records  should  be  left 
at  the  school,  as  a  new  teacher  may  be  employed  to  take  charge  in  the 


224  MANUAL    OF    UNIFORM    COURSE    OF    STUDY 

fall  and  he  must  have  these  records.  Children  should  be  given  credit  for 
all  their  summer  activities  in  the  way  of  garden  work  or  field  work. 
The  teacher  should  visit  these  gardens  as  often  as  possible  and  encourage 
the  children  in  their  work.  Very  simple  records  of  the  work  done  should 
be  made  by  each  pupil  who  has  a  garden. 

Be  sure  to  have  an  exhibit  of  some  of  the  products  cultivated  by  the 
children  either  at  the  County  Fair  or  at  the  school  house  at  the  opening 
of  school.  You  can  have  a  "School  Fair"  of  your  own  if  it  is  not  pos- 
sible for  all  the  children  to  take  a  part  of  their  products  to  the  County 
Fair.  Have  some  exercises  in  connection  with  your  "School  Fair."  In- 
vite the  parents  and  your  State  Supervisor  of  Agriculture  to  attend  the 
exhibit.  Secure  some  competent  person  to  act  as  judge  of  the  exhibit. 
Simple  prizes  may  be  offered  for  the  best  exhibit  of  each  kind.  It  is 
very  often  advisable  to  secure  the  co-operation,  if  possible,  of  the  parent 
in  this  garden  and  field  work.  Speak  to  the  parents  about  the  value  of 
this  work  to  the  child  and  suggest  that  a  piece  of  land  be  given  to  the 
child  on  which  he  may  raise  whatever  he  desires,  and  that  he  be  allowed 
the  profits  obtained  from  the  crops.  The  child  should  keep  an  account 
of  the  income  and  expenses.  Teach  him  to  see  the  businss  side  so  that 
he  may  better  understand  the  question  of  farm  economics.  If  the  crop 
is  used  by  the1  parent,  the  child  should  be  compensated  for  it. 

References — U.  S.  Department  of  Agriculture.     Farmers'  Bulletins. 

No.  154 — The  Home  Fruit  Garden. 

No.  218 — The  School  Garden. 

No.  255 — The  Home  and  Vegetable  Garden. 

No.  256 — Preparation  of  Vegetables  for  the  table. 

No.  385 — Boys'  and  Girls'  Agricultural  Clubs. 

No.  408 — -School  Exercises  in  Plant  Production. 

No.  409 — School  Lessons  on  Corn. 

No.  468 — Farmers'  Bulletin — Forestry  in  Nature  Study. 


TEXT-BOOKS  IN  AGRICULTURAL  EDUCATION   SUITABLE  FOR  THE 
7TH  AND  8TH  GRADES  OF  THE  ELEMENTARY  SCHOOLS. 


Name  of  Text-book.  Name  of  Author.  Publishers. 

Beginnings  in  Agriculture Mann    MacMillan. 

Agriculture  for  Young  Folks.  A.  D.  &  E.  W.  Wilson.  Webb  &  Co.,  Minneapolis. 

First    Principles    of    Agricul- 
ture    Goff  &  Mayne Amer.   Book   Co.,   Cincin- 
nati. 

Agriculture  for  Beginners Burkett,  Stevens  &  Hill.  Ginn  &  Co.,  Columbus. 

Agriculture     for     Common  • 

Schools    Fisher   &  Cotton Chas.   Scribner's  Sons,  N. 


FOR  THE  ELEMENTARY   SCHOOLS  OF  OHIO.  225 

An    Introduction    to    Agricul- 
ture    A.  A.  Upham D.   Appleton   &   Co.,    Co- 
lumbus. 
One  Hundred  Lessons  in  Ele- 
mentary Agriculture    A.   W.   Nolan Rowe,    Peterson    &    Co„ 

Chicago. 
Agriculture     in     the      Public 

Schools    Lester  S.  Ivins  March     Bros.     Pub.     Co., 

Lebanon,  O. 


PAPERS  AND   MAGAZINES  THAT  AID   IN   THE  TEACHING  AND 
STUDY  OF  AGRICULTURE. 


American  Agriculturist   Orange  Judd  Co.,  New  York.. 

Ohio   Farmer    * Lawrence  Pub.  Co.,  Cleveland. 

National  Stockman  and  Farmer Pittsburg. 

Farm  and  Fireside Springfield,  Ohio. 

Farm  Journal   Philadelphia. 

Reliable  Poultry  Journal    Quincy,  111. 

Otwell's  Farmer  Boy  (especially  for  boys  and  girls 

studying  agriculture  in  school) Carlinville,  IH. 


15  s.  c. 


292951 


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UNIVERSITY  OF  CALIFORNIA  UBRARY 


